This post courtesy of Anne Taylor-Vaisey:
The abstracts for the Summer 2004 issue of the Journal of Continuing Education in the Health Professions 2004;24(3) are now available through PubMed.
If you have an online subscription, through either EBSCO Publishing or BC Decker, you can access full text directly from PubMed by clicking Links then LinkOut:
Mazmanian PE. "Policy decisions, curriculum planning, and evaluation." J Contin Educ Health Prof 2004; 24(3):133. [editorial]
Batmangelich S. "Maintenance of certification in the United States: a progress report." J Contin Educ Health Prof 2004; 24(3):134-138.
Abstract: The American Board of Medical Specialties (ABMS) is working closely with its 24 member boards to implement the four components of a Maintenance of Certification (MOC) program. Those components include evidence of professional standing, lifelong learning and self-assessment, cognitive expertise, and evaluation of performance in practice. The new MOC program of the ABMS represents a dramatic shift from how graduate medical education, initial certification in the medical specialties, and recertification in the medical specialties are being conducted. This article updates how specialty boards are implementing the four components.
Davis NL, Willis CE. "A new metric for continuing medical education credit." J Contin Educ Health Prof 2004; 24(3):139-144.
Abstract: The two major continuing medical education (CME) credit systems for allopathic physicians in the United States are administered by the American Medical Association (AMA) and the American Academy of Family Physicians (AAFP). This article explores the history of AMA and AAFP CME credit and its value to physicians and the patients they serve. Historically, CME credit has been awarded as hours for participation, but this approach is inadequate as a measure of CME and its impact on improving physician practice. New credit systems are needed to measure a CME activity by its value in bettering the physician's knowledge base, competence, and performance in practice.
Bennett NL, Lockyer J, Mann K, Bauchner H, LaForet K, Rethans JJ, Silver I. "Hidden curriculum in continuing medical education." J Contin Educ Health Prof 2004; 24(3):145-152.
Abstract: In developing curricula for undergraduate and graduate medical education, educators have become increasingly aware of an interweaving of the formal, informal, and hidden curricula and their influences on the outcomes of teaching and learning. But, to date, there is little in the literature about the hidden curriculum of medical practice, which takes place after graduation and certification. This article initiates that discussion with influences of the hidden curriculum on the actions physicians take or do not take in caring for patients. Hafferty's framework of institutional policies, evaluation activities, resource-allocation decisions, and institutional slang, along with our knowledge of health services research and the con! tinuing medical education (CME) research literature, suggests that there is a hidden and powerful curriculum that affects physician performance. Determining whether the hidden curriculum conflicts with the messages that we are delivering through formal CME (courses, clinical practice guidelines, peer review journals) may contribute to improving our impact on physician performance.
White MI, Grzybowski S, Brudo M. "Commitment to change instrument enhances program planning, implementation, and evaluation." J Contin Educ Health Prof 2004; 24(3):1531-162.
Abstract: INTRODUCTION: This study investigates the use of a commitment to change (CTC) instrument as an integral approach to continuing medical education (CME) planning, implementation, and evaluation and as a means of facilitating physician behavior change.
METHODS: Descriptive statistics and grounded theory methods were employed. Data were collected from 20 consecutive CME programs. Physicians were asked to list up to three things they intended to change in their clinical practice as a result of the program. A copy was sent 3 weeks later as a reminder. Six months later, a summary of peer-intended changes was sent to reinforce intended behavior change.
RESULTS: Of 602 participants, 291 (48%) completed CTC forms, resulting in 803 citati! ons. Responses were congruent with the educational objectives and intentions of the program planners. Using the constant comparative method of analysis, a framework was identified for interpreting physician learning strategies. It included change strategies and motivation, learning issues, better doctoring, changes to clinic practice, and diffusion.
DISCUSSION: CTC was useful as a multipurpose tool providing planners with meaningful feedback to (1) assess congruence of intended changes in physician behavior with program objectives, (2) document unanticipated learning outcomes, and (3) enable and reinforce intended behavior change.
Al-Almaie S, Al-Baghli N. "Barriers facing physicians practicing evidence-based medicine in Saudi Arabia." J Contin Educ Health Prof 2004; 24(3):163-170.
Abstract: INTRODUCTION: Tremendous advances in health care have been made through the development of evidence-based medicine (EBM). Studies show that physicians face barriers in practice, preventing the effective use of the best evidence available. Insight into these barriers should pave the way for an action plan to remove them. The aim of this study was to explore the major barriers to the practice of EBM by physicians in primary health care centers (PHCCs) and hospitals.
METHOD: This cross-sectional study was conducted on physicians in PHCCs and Ministry of Health hospitals in the Dammam area (Dammam, Alkhobar, and Alqatief) of Saudi Arabia. A sample size of 409 physicians was chosen. Barriers to the pr! actice of EBM and the reasons for not giving patients effective health care were investigated through questionnaires.
RESULTS: The response rate was 66. 7%. The main barriers to practicing EBM stated by physicians were the lack of training in EBM (72.9%), facilities (34.4%), and time (29.2%). The least mentioned barriers were the lack of relevant evidence and the negative impact on medical skills (10.4% each).
DISCUSSION: Rather than skepticism about the concept, the main barriers to the use of EBM by physicians appeared to be a lack of knowledge and basic skills. Therefore, targeted education in EBM and a system that quickly delivers high-quality evidence are needed. This includes the allocation of an adequate infrastructure and time and the availability of relevant evidence.
Copley Cobb S. "Internet continuing education for health care professionals: an integrative review." J Contin Educ Health Prof 2004; 24(3):171-180.|
Abstract: INTRODUCTION: The objective was to review key articles and research studies on practices, preferences, and evaluation of on-line continuing education used by health care professionals.
METHODS: Data sources included searches of the MEDLINE, CINAHL, and ERIC databases (January 1990 to June 2004) and manual searches of the Journal of Continuing Education in the Health Professions and the Journal of Continuing Education in Nursing. Articles included reviews and research studies focusing on the use of Internet CE by health care professionals. The articles were categorized according to intervention, subjects, study design, and key findings.
RESULTS: Seventeen articles were eligible and were reviewed. Although in-person CE remains the most frequent and most preferred format, Internet CE is gaining in popularity. Most participants who engage in on-line CE are satisfied with the experience and find it to be an effective learning format. Barriers to on-line CE include technical difficulties and lack of computer knowledge.
DISCUSSION: Although the Internet is an effective and satisfactory educational format, barriers to use of the Internet for CE still exist. Additional studies are needed to measure the impact of Internet CE on practice performance, reduce barriers to on-line CE, and identify appropriate theoretical frameworks for on-line learning.
Wang M, Bakken LL. "An academic writing needs assessment of English-as-a-second-language clinical investigators." J Contin Educ Health Prof 2004; 24(3):181-189.
Abstract: INTRODUCTION: Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects. The purpose of this project was to assess the learning needs of ESL clinical investigators regarding academic writing for English scholarly publication.
METHOD: A qualitative evaluation approach was used to examine the gap between the current and desired proficiency level for the academic writing of ESL clinical investigators. We considered the perspectives of seven ESL clinical investigators plus three! mentors and three writing instructors. Semi-structured questions were asked. Field notes were organized using a field-work recording system. They were analyzed using the constant comparative method.
RESULTS: ESL clinical investigators do not accurately perceive their writing deficiencies. They have little knowledge of criteria for academic writing and they are influenced by their prior English learning experiences in their home culture, which engender passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills.
DISCUSSION: Four basic steps are recommended to guide program planners in developing ESL writing activities for professional learning: (1) recognize discrepancies, (2) establish clear standards and performance criteria for scholarly writing, (3) develop individual plans, and (4) organize long-term writing assistance.
Hatch T. "Seventh volume offers rich rewards to its readers [review of Isaacs SL, Knickman JR, eds. To Improve Health and Health Care. The Robert Wood Johnson Foundation Anthology, Vol VII]." J Contin Educ Health Prof 2004; 24(3):190-191.
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