Public health and general practice education
Ann Wylie, Tangerine Holt, Amanda Howe in Health Promotion in Medical Education, 2018
Continuing medical education (CME) can be broadly defined as formal educational events designed to maintain, update or improve professional practice. CME is widely used across healthcare professions, is often compulsory and in general practice is considered to be a means to ensure GPs continue to update and apply their clinical knowledge and skills. There is a body of evidence about effective forms of CME including interactive learning interventions compared to traditional, didactic approaches such as lectures.18 There is some evidence that CME can improve GP communication skills19 and this may improve confidence in delivering lifestyle advice and address any concerns over the effect on the doctor-patient relationship by giving this advice.20,21 Programmes of CME aimed at GPs however rarely address the public health skills, competencies and knowledge to be found in the training curriculum of the Royal College of General Practitioners.22
Education and professional development
Michael Kidd, Cynthia Haq, Jan De Maeseneer, Jeffrey Markuns, Hernan Montenegro, Waris Qidwai, Igor Svab, Wim Van Lerberghe, Tiago Villanueva, Charles Boelen, Cynthia Haq, Vincent Hunt, Marc Rivo, Edward Shahady, Margaret Chan in The Contribution of Family Medicine to Improving Health Systems, 2020
Continuing medical education (CME) serves to refine the skills of family doctors throughout their careers. The field of family medicine has traditionally been a pioneer in CME, recognizing both the difficulty and importance of maintaining competency in a wide range of clinical skills. There are many options for continuing education including periodic conferences, independent self-study using journals or written materials, review of audiocassettes or videotapes, computer-based interactive programs, group seminars, or hands-on workshops. More than any other type of training program, CME is undergoing an expansion of e-learning offerings and educational programs. Effective continuing education is based on the needs of doctors with predetermined objectives for desired clinical competence, and assumes the prior achievement of a baseline level of clinical competence within one’s clinical specialty.94,95 Those practicing physicians without formal postgraduate training are likely to need a more robust and timeintensive clinical training program than usual models of CME can provide.96
Pharmaceutical industry, medicine and questions of ethics
Roger Worthington, Robert Rohrbaugh in Health Policy and Ethics, 2017
In the USA, continuing medical education (CME) for physicians is essential in order for them to keep their knowledge and skills up to date and maintain their license to practice. On account of the high costs involved, it is difficult for CME events to be put on without industry income; however, industry sponsorship of CME leads to conflicts of interest concerning how educational materials related to that corporation’s products are presented, i.e. how they are presented in an unbiased manner. Since the education the physician receives is then utilized in patient care activities, the ethical question is whether industry support for CME unduly influences physician behavior in favor of the sponsoring corporation. Concerns have been raised both at the federal and professional levels that these conflicts of interest could compromise patient care. The notion currently being explored is that conflicts of interest cannot be excluded while the pharmaceutical industry has such a significant presence within the medical profession, and that more formal regulation and management of conflicts may be a matter of necessity. Both pharmaceutical companies and the medical profession need to take responsibility for any conflicts that are created, and both parties need to be honest in disclosing industry funding, with information made readily available to patients and to government.
Impact of continuing medical education for primary healthcare providers in Malaysia on diabetes knowledge, attitudes, skills and clinical practices
Published in Medical Education Online, 2020
Shiang Cheng Lim, Feisul Idzwan Mustapha, Jens Aagaard-Hansen, Michael Calopietro, Tahir Aris, Ulla Bjerre-Christensen
A large focus of addressing gaps in the management of NCDs is building human resource capacity [14,15]. Continuing Medical Education (CME) is a cornerstone of developing competencies and ensuring high-quality patient care. In a synthesis of systematic reviews, Cervero and Gaines (2015) concluded that CME improves physician performance and patient outcomes; however, further studies were needed to examine the implementation of knowledge, skills and attitudes and the impact of contextual and implementation factors on CME [16]. Despite the importance of CME, only a few studies have measured its impact on clinical diabetes practice and patient outcomes in a real-world setting [17–19]. These studies showed varying results [17,19–22]. Studies have also shown that CME is associated with increased satisfaction and better psychosocial wellbeing of diabetes patients [20] and is very well received among participating health care providers (HCPs) [23].
The relationship between role identity and mental health among paramedics
Published in Journal of Workplace Behavioral Health, 2022
Justin Mausz, Elizabeth A. Donnelly, Sandra Moll, Sheila Harms, Walter Tavares, Meghan McConnell
Our study took place in Ontario, Canada. Peel Regional Paramedic Services provides publicly funded land ambulance service to the municipalities of Brampton, Mississauga, and Caledon. At the time of the study, the service employed 714 Primary and Advanced Care Paramedics (P/ACPs) with an annual caseload of more than 130,000 emergency calls, making the service the second largest in Ontario. Paramedics within the service are required to complete twice annual in-person continuing medical education (CME) sessions. In partnership with the service, we distributed our survey during the fall 2019 CME sessions. Consenting paramedics were provided with a package that contained a paper version of the survey, a list of mental health resources in the community, and a $10 gift card and were afforded approximately 20 minutes during the beginning of the day to complete the survey.
Why the Duty to Research Falls on Institutions Rather Than Individuals
Published in The American Journal of Bioethics, 2019
Victor Laurion, Christopher Robertson
In support of the proposed research standard, Earl cites the consensus belief that physicians are duty-bound to continually advance their knowledge through learning activities, and he characterizes research as a learning activity. The state of California, like many others, compels continued learning as a requirement of licensure. In California, physicians and surgeons must complete 50 hours of approved continuing medical education every 2 years. According to the Medical Board, this is done “to create the most competent licensing population possible, thereby enhancing consumer protection” (California Medical Board 2019). The Medical Board emphasizes practicing clinicians as recipients, not producers, of novel medical knowledge. As the regulations are currently written, performing medical research is not a valid source of continuing education credit.
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