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At least 433 records · Page 24Linked to original sources
PubMed1995

[Mandatory continued medical education and continuing education accreditation--contributions to quality assurance in medicine?].

Continuing education is seen as one of the most important instruments of medical quality assurance. Therefore, the duty of continuing medical education was put down in the professional rules of German physicians in 1976. It has been demonstrated many times that most of the physicians keep this professional duty. However, it has been repeatedly discussed whether the physician's motivation for continuing education is sufficient or whether it is necessary to introduce a compulsory proof of CME. It is analyzed in this article how the efficacy of compulsory and compulsory proof of is verified scientifically. Further, different tools are introduced which may help to admit a greater obligation. The discussion is based on data from Medline search using the keywords 'Continuing medical education' and 'Quality assurance' for the years 1984-1993. Studies reporting experiences with compulsory CME and considerations of standards were chosen. Further, presentations of the 'European Academy of Medical Education' (EAMF), Cologne March 4-March 5, 1994 as well as the publications of the German Medical Association regarding quality assurance of CME from the years 1993 to 1995 have been taken into account.

Accreditation↗
PubMed1994

The cost of higher education and its implication for dental education.

In summary, the committee remains convinced that dental education and the dental profession continue to be valuable public resources, greatly respected in the eyes of the public and worthy of the educational investment by students, institutions, federal, and state governments and, ultimately, the public. Among the 54 dental schools, there are 54 different financial situations. It is difficult to generalize about them, but it is not difficult to see, from the information presented, that all are not optimizing their finances and their educational programs. It is the committee's perception that many of the private dental schools and some of the public dental schools are teetering on the verge of extinction. Unless substantial actions are taken, the irretrievable loss of some of these schools is likely to occur. While this committee cannot prescribe actions for all of the schools, it is evident that systematic and sustained effort is needed to prevent these losses. The solution to this complex problem cannot be solely that of dental education. It has to become the concern of all the related constituencies of the profession. Economic factors will continue to increase the cost of education.

Cost Control↗
PubMed2005

Twenty-first century education: toward greater emphasis on context-social, economic, and educational.

In calling for a greater emphasis on the social, economic, and educational contexts, the discussion presented in this article is generally supportive of C.R. Snyder and T.R. Elliott's (this issue, pp. 1033-1054) vision of 21st century graduate education in clinical psychology. Attention is directed toward the asocial nature of professional psychology, a brief analysis of the influence of economics on the development of clinical psychology education, and the American Psychological Association's accreditation process as it shapes professional psychology education.

Accreditation↗
PubMed1991

Pediatric patient education: the unanswered challenge to medical education.

As many as 10-20% of pediatric patients in this country have a chronic illness. This number will likely increase. Unfortunately, there has not been a parallel growth in physicians acquiring knowledge and skills in patient education. The disparity between these high tech and high touch skills is the most logical explanation why the morbidity in some chronic illnesses like asthma has not improved despite recent advances in diagnosis and treatment. The discussion focuses on the barriers to patient education and why it has not been a more integral part of caring for chronically ill children and their families. The solutions to this problem are complex but must include the willingness of health care professionals to welcome patients and their families as partners in the process. In addition, there is a need for change in the medical education system so that patient education is taught as a continuum, beginning with principles and theory and concluding with application to patient care.

Continuity of Patient Care↗
PubMed1997

Humanist ideology and nurse education. I. Humanist educational theory.

Nurse education is dominated by the humanist perspective and the educational theory that it generates. Following a brief description of the perspective's phenomenological foundations and definition of humanist ideology, humanist educational theory is illustrated in an outline of the key contributions of John Dewey, Carl Rogers, Malcolm Knowles and Paulo Freire. The article concludes by noting Freire's sociological challenge to the individualism of the humanist perspective. This challenge recognizes the ideological and social control role of education in securing the reproduction of power relations and leads to questioning the function of individualism and the interests that humanist ideology may serve.

Education, Nursing↗
PubMed1990

An assessment of cancer education offerings in medical school, dental school, and health education curricula in New York and California.

This survey identified the extent of courses in cancer control through prevention in medical, dental, and health education curricula. A questionnaire was sent to all medical, dental, and health education academic programs in New York and California. With a return rate of 81%, it was determined that health education programs more frequently offered courses in cancer control through prevention than medical and dental programs. The majority of all academic programs studied that did not currently offer such a course reported it was unlikely such a course would be offered during the next 2 years. Primary reasons for this included an already crowded curriculum and lack of resources. Recommendations are offered to support health professionals in taking a more active role as cancer educators emphasizing primary prevention and early detection techniques.

California↗
PubMed1994

Confluent education: an integrative method for nursing (continuing) education.

Confluent education is presented as a method to bridge the gap between cognitive and affective learning. Attention is focused on three main characteristics of confluent education: (a) the integration of four overlapping domains in a learning process (readiness, the cognitive domain, the affective domain and responsibility); (b) the promotion of personal growth and interpersonal relationships by the development of awareness, and (c) the identification and dis-identification of teacher and participants. How confluent education can take place in practice is illustrated by presenting the way in which this method is applied in a nursing continuing education programme entitled 'Pain assessment and management in surgical-oncological patients'.

Affect↗
PubMed2006

An exploration of the concept of patient education: implications for the development of educational programmes for relapsed post-bone marrow transplantation patients and their families in Korea.

Frequently, the nursing care of patients who undergo bone marrow transplantation (BMT) is focused on acute, curative care. However, given that recurrent disease following BMT has a poor prognosis, a focus on acute care alone appears inappropriate for those clients who experience relapse. Care for this group of patients should be more inclusive of principles that underpin palliative care. Patient education is an important element of palliative care. Therefore, patient education based on the principles of palliative care should play a significant part in the nursing care of BMT patients with recurrent disease. This paper proposes a framework for the development of a palliative educational programme for relapsed post-BMT patients and their families in Korea. The framework was developed through a concept analysis of patient education.

Attitude to Health↗
PubMed1997

Factors associated with fourth grade health education scores on the Maine Educational Assessment.

Data collected in 1994 on the health section of the fourth grade Maine Educational Assessment (MEA) were analyzed in this study. Correlational studies and analyses of variance tested significance of community, school, and teacher variables. A multiple regression analysis with a path model determined significant factors associated with achievement in health. The most salient finding was that students' overall ability--represented by achievement in the other MEA content areas--related strongly to achievement in health. Community socioeconomic status emerged as another significant influence on health scores. Type of health education program did not make a difference in scores, but any method of delivering health education, in contrast to no health education affected health scores significantly. Up to 30 minutes of instruction per week yielded the highest mean scores. The teachers' rating of the health program emerged as a pivotal variable.

Achievement↗
PubMed2005

Contemporary UK paramedical training and education. How do we train? How should we educate?

OBJECTIVE: To develop an understanding of the current system and future development of training and education within a large UK ambulance trust, based upon the experiences, beliefs, and opinions of stakeholders. METHODS: This was a qualitative naturalistic inquiry using an interpretative constructivist approach for 44 interviews with a range of ambulance staff. Stakeholder views on training and education were analysed and compared using the constant comparison method. RESULTS: Key emergent themes included: issues around prescribed programme entry levels and methods; the desire for a higher education curriculum with a balance between theory and practice; valid and reliable assessment methods; development of a supportive mentorship framework; an emphasis on self directed professional development with a focus on deskilling issues; and development of interprofessional collaborative links. CONCLUSION: This thematic review suggests that this UK ambulance service is in a transition stage, with significant organisational, professional, and cultural challenges. The dichotomies, boundaries, and development issues are part of the development of an emerging profession for which it is essential that the educational agenda is addressed.

Attitude of Health Personnel↗
PubMed2003

Using peer health education to enhance family life education.

This article describes an intervention known as the Peer Family Life Education Project that was designed as an alternate delivery method of an established family life education curriculum in an urban middle school setting. The factors contributing to sexual risk behaviors by urban adolescent populations are identified. A review of previous efforts at peer health education is presented. Program development and implementation is described. The strengths and weaknesses of the program are discussed, and suggestions for improving future efforts at the incorporation of peer health education to reduce sexual risk behaviors by adolescent urban populations are presented.

Adolescent↗
PubMedDate not supplied

Continuing education about physically abusive relationships: does education change the perceptions of health care practitioners?

BACKGROUND: The purpose of this study is to determine the effectiveness of mandatory continuing education for domestic violence. METHOD: This study surveyed health care professionals attending the 1993 and 1997 National Perinatal Association Conference in Florida to determine change their awareness and identification of pregnant women involved in physically abusive relationships. RESULTS: Even though in 1993 Florida initiated a mandatory 1-hour continuing education credit on domestic violence, the findings report that there were no statistically significant changes for awareness and identification. However, there was a statistically significant increase in the availability of patient education materials within the 4-year period. CONCLUSION: Both the 1993 and 1997 respondents expressed a desire for more professional education related to domestic violence.

Attitude of Health Personnel↗
PubMed2001

Rural interprofessional education: promoting teamwork in primary health care education and practice.

In a climate of increasing incentives to work effectively within a primary health care team, the ability of various health care professionals to collaborate comes into focus. The principles of effective teamwork can be learned and this learning is most effectively achieved in the field under the supervision of experienced preceptors. It is also enhanced if learners have the opportunity to participate actively in the team and do so from undergraduate level. A 3 year project is underway in Victoria involving rural primary care placements for mixed groups of nursing and medical students. The students are educated in the field by medical and nursing tutors and preceptors who are currently working closely together. The learning objectives include understanding the principles of collaboration, teamwork and various roles in the health care team within a primary health care framework. The present paper describes the context for an evolving interprofessional education project in rural primary care, designed to promote collaboration. It outlines the policy underpinning the project's development. It provides a brief review of the associated evidence base, highlighting barriers to and enablers of interprofessional education. Lessons learnt during the implementation and evaluation of this project will guide efforts to extend the reach of interprofessional education across the primary health care sector.

Allied Health Personnel↗
PubMed1963

The adequacy of education for general practice: a medical educator's viewpoint.

The effect on medical education of the doubling of medical knowledge every 10 years is discussed. A brilliant student who might successfully master all the present facts and theories by graduation would be seriously out of date 10 years later, and hopelessly so by retirement age unless he continued his education while in practice. Lengthening the undergraduate course is not considered an effective solution, nor is increasing the general practice internship to two years. Emphasis should be placed on self-education by the medical student, on the inculcation of habits of study and motivation to encourage lifelong learning, and on the provision of more adequate programs of continuing education for the practising doctor. Teachers in medical schools require a better understanding of and interest in the learning processes of their students rather than concentrating on the exposition of their own knowledge.

Education, Medical↗
PubMed2001

AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education - a unifying perspective.

This paper looks at five focal terms in education - curriculum, environment, climate, quality and change - and the interrelationships and dynamics bemeen and among them. It emphasizes the power and utility of the concept of climate as an operationalization or manifetation of the curriculum and the other three concepts. Ideas pertaining w the theory of climate and its measurement can provide a greater understanding of the medical cumadurn. The environment is an impoltant detemzinant of behaviour. Environment is perceived by students and it is perceptions of environment that are related w behaviour. The environment, as perceived, may be designated as climate. It is argued that the climate is the soul and spirit of the medical school environment and curriculum. Students' experiences of the climate of their medical education environment are related w their achievements, sangaction and success. Measures of educational climate are reviewed and the possibilities of new climate measures for medical education are discussed. These should take account of current trends in medical education and curricula. Measures of the climate may subdivide it inw dzfferent components giving, for example, separate assessment of so-called Faculty Press, Student Press, Administration Press and Physical or Material Environmental Press. Climate measures can be used in different modes with the same stakeholders. For example, students may be asked to report, first, their perceptions of the actual environment they have experienced and, second, w report on their ideal or preferred environment. The same climate index can be used with different stakeholders giving, for example, staff and student comparisons. The climate is important for staff as well as for students. The organizational climate that teaching staff experience in the work environment that they inhabit is important for their well-being, and that of their students. The medical school is a learning organization evolving and changing in the illuminative evaluation it makes of its environment and its curriculum through the action research studies of its climate. Consderations of climate in the medical school along the lines of continuous quality improvement and innovation are likely to further the medical school as a learning organization with the attendant benefits. Unless medical schools become such learning organizations their quality of health and their longevity may be threatened.

Journal Article↗
PubMed2005

Developing and piloting an audit tool for mental health education and training: the National Mental Health Education Continuous Quality Improvement Tool.

It is clear from the international literature that education and training can play a crucial role in improving the quality of mental health service delivery. In the UK, post-qualification mental health education and training is not generally allied to the national policy agenda and there is a lack of service user and carer involvement in the design, development and delivery of educational curricula. The Department of Health in England has funded the development of a continuous quality improvement tool to address these important concerns and help commissioners of mental health education and training evaluate key aspects of courses. The design of the tool was informed by the literature and a series of semi-structured interviews and focus groups with key stakeholders. Subsequent drafts were refined through steering group consultation and the instrument was then piloted within a selected region in England. This has resulted in a brief, user-friendly tool that takes into account the views of all stakeholders in mental health education programmes, promotes dialogue and facilitates continuous quality improvement. The tool promotes self-assessment of: partnership arrangements; the relevance of the programme to the policy context; the extent to which service users and carers are involved in the design, delivery and evaluation of programmes; and the assessment of the impact of the programme. Results from the initial implementation project (to be reported separately) suggest that the tool is welcomed and can complement existing quality mechanisms.

Health Occupations↗
PubMed2000

The Mayo Clinic's Clinician-Educator Award: A program to encourage educational innovation and scholarship.

In 1998, the Board of Governors of the Mayo Clinic requested that the Education Committee design and implement a program to grant time and resources to clinical faculty to support the development of educational projects. The essence of the resulting Clinician-Educator Award Program is the concept of using funding to award time and resources for educational projects judged to be meritorious by an impartial, peer-review-based faculty mentoring process. The authors report early experiences with the program, which was enthusiastically accepted by faculty, to provide a model to help other academic health centers, especially those with salary-based faculty, to facilitate educational innovation and scholarship despite the growing constraints on academic clinicians' time and resources.

Academic Medical Centers↗
PubMedDate not supplied

[Using creativeness in health education in neonatal rooming-in: opinion of puerperal women about the use of an educational game].

The article presents the experience of nurses in the development and use of an educational game on breastfeeding and basic care with the newborn with a group of puerperae women in a rooming-in unit, the analyzing the opinions of the participants involved in the educational experience. This descriptive study which was carried out at a philanthropic maternity in Ribeirão Preto, São Paulo. The educational activity proposed was a board game, coordinated by a nurse, in which mothers were organized in two groups. One group formulated questions on breastfeeding and basic care of the newborn, while the other group answered the questions. At the end of the game the participants were requested to give their opinion about the activity. The results show that the mothers considered the game entertaining and stimulating. It broke the hospital's routine, kept the "players" attentive and facilitated understanding and learning under discussion of the subject. The authors conclude that the activity proposed was an appropriate strategy to facilitate the exchange and learning under discussing of experiences among mothers, as well as, to develop health education through the use of ludical-educational games.

Creativity↗