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Results for “continuing professional development”

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PubMed2004

Teaching practicing surgeons critical appraisal skills with an Internet-based journal club: A randomized, controlled trial.

BACKGROUND: The effectiveness of interventions for developing critical appraisal skills in practicing physicians has not been studied, despite the documented importance of reading the literature in caring for patients and in continuing professional development. The objective of this study was to evaluate whether an Internet-based intervention would lead to enhanced critical appraisal skills in practicing surgeons. METHODS: General surgeons who agreed to participate were randomized into 2 groups. The intervention was a curriculum in critical appraisal skills that included a clinical and methodologic article, a listserve discussion, and clinical and methodologic critiques. The control group received only the clinical articles. The primary outcome measure was a previously validated 2-hour test of critical appraisal. RESULTS: Of the 55 surgeons who completed the examination, subjects in the intervention group performed better on the test of critical appraisal skills than those in the control group (mean score: intervention group, 58% +/- 8 vs control group, 50% +/- 8), with a large effect size of 1.06 standard deviation units (t+3.92, P <.0001). Training conditions accounted for 22% of the variance in total scores. CONCLUSIONS: A multifaceted, Internet-based intervention resulted in improved critical appraisal skills of practicing general surgeons.

Adult↗
PubMedDate not supplied

Management of peripheral intravenous therapy.

Practice profiles are reflective pieces written by nurses in practice and based on continuing professional development articles. This week Frances Murray discusses peripheral intravenous therapy.

Catheterization, Peripheral↗
PubMed1998

Providing credentials to our graduates.

Provision of meaningful professional credentials to Poultry Science graduates requires the sharing of expertise among a number of departments. Increased access to specialized poultry courses will assist in assuring that all graduates have excellent technical credentials. Greater access could be brought about through distance learning materials developed on a regional basis. Professional credentials will protect the marketability of our graduates in a changing industry and provide them a starting point for continued professional development. All departments, large and small, can claim an essential niche in the instruction and examination process. Another benefit is that to maintain their professional status, graduates would periodically participate in seminars and short courses and be encouraged to maintain active memberships in associations such as the Poultry Science Association.

Agriculture↗
PubMedDate not supplied

Survey of students from an eating disorders programme.

AIM: To survey former students of the English National Board N46 eating disorders programme at Anglia Polytechnic University, since its introduction in 1994. METHOD: This was a collaborative exercise involving lecturers and a former ENB N46 student, and provides a good example of evidence-based education. A postal questionnaire, consisting of questions relating to current employment, qualifications, evaluation of the ENB N46 and further training needs, was delivered to 45 former students, 27 of whom returned questionnaires. RESULTS: The analysis suggests that the ENB N46 programme had a significant effect on students' practice and continuing professional development, with 96 per cent of respondents saying they would recommend the course to others and 92 per cent indicating a clear commitment to continue working in this area. CONCLUSION: Specialist training courses in eating disorders represent a valuable contribution to the quality of client care and treatment, despite their scarcity and uneven distribution across the UK.

Attitude of Health Personnel↗
PubMedDate not supplied

Treating lung cancer.

Practice profiles are reflective pieces written by nurses in practice and based on continuing professional development articles. This week Ruth Garner discusses the role of the lung cancer nurse.

Education, Nursing, Continuing↗
PubMed1999

Presidential address 1998. In search of daylight.

Practising medicine in Canada has become increasingly bureaucratic, confrontational and stressful. The Canadian Orthopaedic Association must take a far more proactive role in the development of orthopedic surgeons as professionals and in the political environment in which they practise. Living in a "knowledge-rich workplace" orthopedic surgeons must support continuous professional development and provide leadership and incentive to maintain competence in their profession. The "baby boomers" are coming. Their numbers will have a profound effect on the practice of orthopedic surgery, not 20 or 30 years from now but within the next 10 years. Therefore it is imperative that orthopedic surgeons assess and accept the impact that the "boomers" will have on surgeons, hospital beds and operating-room time. Orthopedic surgeons and the Canadian Orthopaedic Association are challenged by a new role as vendors of information in a new "information age" economy, whose fundamental sources of wealth are knowledge and communication.

Canada↗
PubMed2000

Junior doctors' views on clinical audit--has anything changed?

A postal questionnaire survey of junior doctors' views was conducted in a large acute hospital in the south-east of England, amongst 146 junior medical staff recorded as being employed by the Trust across 21 specialities. It profiled their level of participation in audit and the quality of current audit programmes within their specialities and assessed their knowledge and understanding of clinical governance. Our findings suggest: a high level of involvement in activities labelled audit, but that these activities did not necessarily conform to robust audit methodologies; that junior doctors' professional attitudes towards clinical audit are influenced by negative experience of undertaking audit within their specialities; and that there was a variety of understanding about the principles and meaning of clinical governance. It concluded that the conditions for coherent strategy aimed at promoting effective audit programmes which could support the use of clinical audit as a tool for continuous professional development are not yet in place across the Trust.

Attitude of Health Personnel↗
PubMed1996

Satellite-delivered medical education and training for central Europe: a TEMPUS project. Trans-European Mobility Programme for University Students.

This paper reports the experience gained in delivering continuing and postgraduate medical education by satellite to update medical teachers in Central Europe. An infrastructure of receiving sites was established in the Czech Republic, Slovakia, Poland and Hungary. The sites participated in regular, live interactive broadcasts on a range of medical education topics. Over three years a network of sites was established incrementally and a national coordinator identified for each country, who fed back from national coordinating committees to an overall steering body. In the final year a formal evaluation revealed high satisfaction levels and maintenance of activity during the grant period. The major problems related to a lack of telephone lines to facilitate interactivity, the timing of the programmes, and the need for training in medical English language. Video libraries were established, and the majority continued to be active at the end of the project grant. Material was incorporated into both undergraduate and postgraduate education. It is calculated that continuing professional development can be delivered at less than 18 ECU per participant per country.

Curriculum↗
PubMedDate not supplied

Are we PREPared?

The author determined, by means of a small questionnaire survey carried out at a district general hospital, what understanding nurses have of post-registration education and practice (PREP) and whether they were prepared to meet the requirements set out by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC). His study also aimed to establish how Continuing Professional Development (CPD) requirements of staff at the hospital could be met.

Attitude of Health Personnel↗
PubMed1997

Continuing medical education: the question of evaluation.

This paper examines the question of evaluation which has been largely neglected in the credit-based systems of continuing medical education adopted by the Medical Royal Colleges. These systems are seen to encourage a training model of continuing education and a scientific model of evaluation as measurement. By contrast, humanistic evaluation is interpretative and differs not only in its criteria and methods, but also in its underpinning curricular ideologies and values. This model has closer links with concepts of education and professional practice associated with continuing professional development. Decisions about who should conduct the evaluation, what is to be evaluated, how it should be carried out, and about the goals and purposes of evaluation are outlined, noting that they presuppose an ideological view of the relationship of professional knowledge, values and practice. In a concluding discussion of evaluation and the control of professional knowledge, it is argued that the narrow, professional control of evaluation, buttressed by the quality assurance and monitoring mechanisms of the Colleges, is inappropriate, given the increasingly diverse accountabilities which affect medical professionals.

Education, Medical, Continuing↗
PubMed2006

A multi source feedback program for anesthesiologists.

PURPOSE: To assess the feasibility, validity, and reliability of a multi source feedback program for anesthesiologists. METHODS: Surveys with 11, 19, 29 and 29 items were developed for patients, coworkers, medical colleagues and self, respectively, using five-point scales with an 'unable to assess' category. The items addressed communication skills, professionalism, collegiality, continuing professional development and collaboration. Each anesthesiologist was assessed by eight medical colleagues, eight coworkers, and 30 patients. Feasibility was assessed by response rates for each instrument. Validity was assessed by rating profiles, the percentage of participants unable to assess the physician for each item, and exploratory factor analyses to determine which items grouped together into scales. Cronbach's alpha and generalizability coefficient analyses assessed reliability. RESULTS: One hundred and eighty-six physicians participated. The mean number and percentage return rate of respondents per physician was 17.7 (56.2%) for patients, 7.8 (95.1%) for coworkers, and 7.8 (94.6%) for medical colleagues. The mean ratings ranged from four to five for each item on each scale. There were relatively few items with high percentages of 'unable to assess'. The factor analyses revealed a two-factor solution for the patient, a two-factor solution for the coworker and a three-factor solution for the medical colleague survey, accounting for at least 70% of the variance. All instruments had a high internal consistency reliability (Cronbach's alpha > 0.95). The generalizability coefficients were 0.65 for patients, 0.56 for coworkers and 0.69 for peers. CONCLUSION: It is feasible to develop multi source feedback instruments for anesthesiologists that are valid and reliable.

Anesthesiology↗
PubMed1999

The current status and future needs of education and training in family medicine and primary care in South Africa.

South Africa is undergoing tremendous political and social change affecting every sphere of society, including medical education and the delivery of health services. The legacy of its history created a health system that in some respects can be compared to the best in the world, but one also characterized by inequity, discrimination and lack of access to even basic services for the rural and the poor. Its medical education system trails behind modern trends such as problem-based learning, community-based education and the utilizing of general/family practitioners as trainers. Vocational training in family practice is not compulsory for independent practice. The discipline of family practice has nevertheless developed the programmes and core infrastructure for such a future undertaking in the form of masters programmes in family medicine at all medical schools. The recently introduced system of compulsory recertification through continuous professional development provides a window of opportunity to develop locally relevant curricula and appropriate education and training methods for family practitioners. Challenges for family practice include the establishment of the role and value of the discipline in a developing country with a health system based on a nurse-driven primary care service and the re-orientation of family medicine teachers, trained in a biomedical paradigm, to the patient-centred approach. The aspirations of family practice are to define the core content of the discipline, establish and nurture a culture of research in primary care, and to develop and introduce appropriate under and postgraduate training programmes for the new generation of family doctors.

Education, Medical, Continuing↗
PubMedDate not supplied

The importance of mouth care.

Practice profiles are reflective pieces written by nurses in practice, and based on continuing professional development articles. This week Karen Bill discusses the importance of mouth care.

Attitude of Health Personnel↗
PubMed2006

The culture of a trauma team in relation to human factors.

AIM: The aim of this ethnographic study was to explore the culture of a trauma team in relation to human factors. BACKGROUND: Traumatic injury is the leading cause of death in the first four decades of life in the western world. Evidence suggests that the initial assessment and resuscitation of trauma victims is most successfully carried out by an organized trauma team. Most trauma teams use Advanced Trauma Life Support principles which focus on rapid assessment and management of the patient's injuries. Similarly, most trauma education focuses on Advanced Trauma Life Support principles, concentrating firmly on the patient's physical status. Nevertheless, contemporary literature about emergency teams suggests that human factors, such as communication and interprofessional relationships, can affect the team's performance regardless of how clinically skilled the team members are. METHOD: Focused ethnography was used to explore the culture of a trauma team in one teaching hospital. Six periods of observation were undertaken followed by 11 semi-structured interviews with purposively chosen key personnel. Data from transcripts of the observation field notes and interviews were analysed using open coding, followed by formation of categories resulting in the emergence of six central categories. RESULTS: Findings suggest that leadership, role competence, conflict, communication, the environment and the status of the patient all influence the culture of the trauma team. Interpretation of these categories suggests that trauma team education should include human factor considerations such as leadership skills, team management, interprofessional teamwork, conflict resolution and communication strategies. RELEVANCE FOR CLINICAL PRACTICE: The findings suggest that support systems for role development of junior team leaders should be formalized. The proven airline industry techniques of Crew Resource Management, focusing on teamwork and effective communication, could be implemented into continuing professional development for trauma teams to engender collaboration and interprofessional practice.

Advanced Cardiac Life Support↗
PubMedDate not supplied

Pulse oximetry in practice.

Practice profiles are reflective pieces written by nurses in practice and based on continuing professional development articles. This week Nicola Neesam discusses injection sites.

Attitude of Health Personnel↗
PubMed2004

Mentoring and personal development planning in postgraduate dental education: a review.

Mentoring and Personal Development Plans (PDPs) are educational tools that have been piloted in postgraduate medical education in recent years. Along with another educational tool, performance appraisal, they have been introduced nationally as part of the recent General Medical Practitioner contract of April 2003. In the light of the compulsory Continuing Professional Development and Lifelong Learning Schemes introduced recently by the General Dental Council for all dentists, mentoring and PDPs will surely have important roles to play in postgraduate dental education in the future. This article reviews the roles that mentoring and PDPs have played in postgraduate education recently.

Clinical Competence↗
PubMedDate not supplied

Linking the Knowledge and Skills Framework to CPD.

To help staff to make links between the NHS Knowledge and Skills Framework and their continuing professional development, staff at the School of Nursing, University of Salford, have linked all educational provision for qualified healthcare professionals to the NHS KSF. This was carried out in partnership with NHS colleagues.

Clinical Competence↗
PubMed1999

Identifying the management development needs of senior executives in Iran's teaching hospitals.

This research paper reports the findings of the first comprehensive survey of senior executives in Iran's teaching hospitals. It is based on an analysis identifying the continuing professional development (CPD) needs of the total population of the two senior levels of teaching hospitals management-presidents of physician-managers and administrative-managers. Four key areas of management knowledge were selected as the focus of the need identification: operational; financial; human resource; and organization change. The findings reveal a pent up demand for introductory level, formal knowledge in all four areas of management theory, to complement and extend the practical experience they have acquired in managing the complex environment of teaching hospitals. The paper goes on to propose a curriculum design and overall framework of provision to meet these genuinely felt CPD needs.

Curriculum↗