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Organizing a Successful Local or Regional Conference
Published in Lynne M. Bianchi, Research during Medical Residency, 2022
Diann C. Cooper, Jeffrey Esper, Lynne M. Bianchi
Health care professionals must earn continuing education (CE) credits to maintain licensure. Physicians, both allopathic and osteopathic, earn continuing medical education (CME) credits. Other health professionals may earn CME or other continuing education units (CEUs). The number and type of credits necessary are determined by discipline and the state or country of practice.
Accreditation
Published in Robin Stevenson, Learning and Behaviour in Medicine, 2022
The nomenclature can be confusing for newcomers to the world of CME. Activities or providers are accredited, and the provider awards credits to the learners after they have taken part in the education. The usual criterion for the number of credits awarded is one hour – one credit. Increasingly, the acquisition of credits is becoming mandatory, although some countries still operate a voluntary system. Individual countries all decide the minimum number of credits their physicians must earn either on an annual of 5-yearly basis and they also stipulate the proportion of credits to be obtained from the different forms of CME – clinical, non-clinical, formal external, informal internal and eLearning.
Interpretation, documentation and reporting, credentialing, and accreditation
Published in Joseph A. Zygmunt, Venous Ultrasound, 2020
Diagnostic ultrasound studies should be performed by those medical professionals with the training, knowledge, and experience of ultrasound and its limitations. Physician responsibilities in this regard pertain to those who supervise, perform, and/or interpret diagnostic sonography. It should be noted that the qualifications to perform ultrasound studies and the qualifications to interpret ultrasound studies are similar, but not identical. In this scenario, the physician should be licensed, with a thorough understanding of venous anatomy, physiology, hemodynamics, and clinical manifestations of venous disease, knowledge of ultrasound physics, indications for testing, criteria for diagnosis of pathology, documentation requirements, technical limitations, and an understanding of the skills necessary to perform these studies. Qualification is typically demonstrated through fellowship or training programs which include involvement in the supervision and/or performance of a minimum number of ultrasound procedures. This ranges from 300 to 500 or more with different organizations and includes specific recommendations for maintenance of competence and continuing medical education (CME) requirements.
Digital competencies for Singapore’s national medical school curriculum: a qualitative study
Published in Medical Education Online, 2023
Humairah Zainal, Xin Xiaohui, Julian Thumboo, Fong Kok Yong
In a similar vein, Singapore could establish similar networks not just for clinical educators but for students who would like to gain deeper insights into digital healthcare technologies. Within these networks, there could be a system that identifies clinical educators who can be good role models to students and who are assigned to teach the same course/s to all schools. Collaborative partnership and mentorship can be formed with experts from both the clinical as well as non-clinical fields. Multidisciplinary training is reported to be useful especially in implementation science and clinical informatics, as it fosters innovative thinking among clinicians [34]. For doctors with little or no experience with digital technologies, they could undergo formal training via Continual Medical Education (CME) programs and learn from those outside of the medical community.
Do Clinicians Have a Duty to Participate in Pragmatic Clinical Trials?
Published in The American Journal of Bioethics, 2023
Andrew Garland, Stephanie Morain, Jeremy Sugarman
First, clinicians’ duties to their patients give some support to a duty to participate in PCTs. Clinicians have special duties of care and beneficence to their patients. This duty is not just to current patients, but also to those in the future. It requires the clinician not merely to provide aid, but to do it skillfully and knowledgeably. Clinicians need to know how to best realize the aims of health in general so that they may apply this knowledge to the particular medical needs of their individual patients. Insofar as their patients trust them to provide competent care, they have a duty to do so. Where it is possible to know that some kind of care is bad or less effective than an alternative, choosing to remain ignorant of a better option violates this trust. These kinds of considerations underwrite the common requirement that clinicians engage in continuing medical education.
Regulatory Authorities and Continuing Education Around the World: Adapting to COVID-19
Published in Journal of European CME, 2021
Alison Reid, Mark Staz, Humayun J. Chaudhry
While many physicians attend to these responsibilities without the involvement or intervention of the regulatory authority, the experience of many regulators is that they may benefit from encouragement to keep up to date. In fact, many regulators are making evidence of continuing medical education a requirement for ongoing licensure. There is also growing recognition that physicians can more effectively engage in continuing professional development opportunities when their choice of educational activities is informed by the context in which they practise and the conditions experienced by the patients they treat, as well as any gaps in their medical knowledge or other competencies. As such, there is a growing need for not only a wide array of educational options but also, guidance for choosing those options that will be most meaningful for improvement in practice.