scholarly journals Study of Continuing Medical Education, Job Stress and Sleep Quality in Health and Medicine Industry – The Impact Relatedness

2018 ◽  
Vol 14 (6) ◽  
Author(s):  
Yu-Zhou Luo ◽  
Zhao-Yan Hu ◽  
Fang Xu ◽  
Rui Wang
Keyword(s):  
Medical Education ◽  
Sleep Quality ◽  
Job Stress ◽  
Continuing Medical Education ◽  
The Impact

scholarly journals Measuring the Impact of a Continuing Medical Education Program on Patient Blood Pressure

2011 ◽  
Vol 13 (7) ◽  
pp. 517-522 ◽  
Author(s):  
Benjamin T. Allaire ◽  
Justin G. Trogdon ◽  
Brent M. Egan ◽  
Daniel T. Lackland ◽  
Dory Masters
Keyword(s):  
Blood Pressure ◽  
Medical Education ◽  
Education Program ◽  
Continuing Medical Education ◽  
Medical Education Program ◽  
The Impact

The Impact of Mandatory Continuing Medical Education

JAMA ◽  
1978 ◽  
Vol 239 (25) ◽  
Author(s):  
Jeoffrey K. Stross ◽  
William R. Harlan
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
The Impact

scholarly journals Using the CTC tool in establishing Mid-Levels of Expanded Outcomes Framework - A CME Provider Perspective

2015 ◽  
Author(s):  
Farhan Vakani, MCPS-HPE, MSc, BDS ◽  
W. Daniel Cogan, EdD, FAODME
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Quality Of Healthcare ◽  
Practice Change ◽  
Educational Activity ◽  
Physician Competence ◽  
Provider Perspective ◽  
And Performance ◽  
The Impact

Existing gaps in the quality of healthcare have led to calls for change by Continuing Medical Education (CME) providers around the world to plan and implement continuing medical education activities based on improving physician competence and performance. This article offers the use of the commitment to practice change (CTC) tool at mid-levels of the expanded outcomes framework using post-only design, for inquiring and promoting physicians’ commitment to practice change, and for assessing the impact of the educational activity.

scholarly journals P100: It’s more than just Travel CME: an embedded ethnography of a unique emergency medicine conference

CJEM ◽  
2016 ◽  
Vol 18 (S1) ◽  
pp. S111-S112
Author(s):  
R. Penciner ◽  
K. Dainty
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Sense Of Community ◽  
Continuing Medical Education ◽  
Social Engagement ◽  
Ethnographic Study ◽  
Social Activities ◽  
High Quality ◽  
Group Activities ◽  
The Impact

Introduction: Travel-based continuing medical education (CME) has become a popular format for physicians looking to combine education with travel. However these programs do not usually include shared group activities and when they do, they are often social, sedentary events. Emergency Medicine Update (EMU) Europe is a unique biennial accredited CME program which combines high quality Emergency Medicine focused education with organized group physical and social activities in European locales. Methods: We undertook a participant observation-based ethnographic study of the EMU Europe program in Provence, France in 2015. Participant interviews and in-depth observation methods were used to understand (1) the impact of shared group activities on learning and (2) the ethos that is created during this type of program. Results: We describe three phenomena from the data that we feel are highly influential in the success of the program and impact on learning. The first is “social engagement and a sense of community”. Involvement in group physical and social activities supports more interactive learning and people affiliate with this as a group that they enjoy and feel good learning with. The second is “a stimulating escape”. This is the opportunity for high quality education and stimulating travel to be provided in an efficient package. The third is “the ‘flat’ faculty-learner relationships”. This is created through accessibility and innovative teaching and is a key component of the quality of the education. Conclusion: While each trip in and of itself might be unique, there appears to be some common elements - building a sense of community, providing a stimulating escape and choosing faculty with specific teaching styles - that contribute to the educational success of this model. We will discuss how this relates to medical education theory and how it is generalizable to other groups considering this type of program. To our knowledge this is the first empirical research in this area and improves our understanding of how to leverage this approach for more effective continuing medical education.

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