scholarly journals Continuing Medical Education Delivery Preferences Among Physicians and Advanced Practice Providers in Emergency Medicine

Cureus ◽  
2021 ◽  
Author(s):  
Andrew Kalnow ◽  
Jennifer Beck-Esmay ◽  
Jeffrey Riddell ◽  
John Casey ◽  
Jestin N Carlson ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Advanced Practice ◽  
Education Delivery

scholarly journals It’s More Than Just Travel CME: A Case Study of How an Emergency Medicine Conference Addresses Educational Needs of Physicians

2020 ◽  
Author(s):  
Katie N. Dainty ◽  
Rick Penciner
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Social Engagement ◽  
Participant Observation ◽  
Group Activities ◽  
Analysis Techniques ◽  
Observation Methods ◽  
Medicine Education

Introduction: Travel-based continuing medical education (CME) has become a popular format for physicians looking to combine education with travel. Emergency Medicine Update Europe is a biennial accredited CME program combining high quality Emergency Medicine education with structured group activities including cycling, hiking and social activities. This unique design incorporates innovative educational practices but as a whole has not yet been evaluated. Methods: This was a participant observation-based, ethnographic-style case study of the Emergency Medicine Update Europe conference in Provence, France in 2015. Participant interviews and embedded observation methods were used to collect data. Data was then analyzed using thematic content analysis techniques. Results: We describe three phenomena from the data that we feel are highly influential in the success of the program and impact on learning. These include “social engagement and a sense of community”; “the value of a stimulating escape” and “the ‘flat’ faculty-learner relationships”. Discussion: These unique features, prioritized by participants, seem to be key to the apparent success of this model over more traditional CME approaches. To our knowledge this is the first empirical research in this area and improves our understanding of how to leverage these more sociologic components for more effective continuing medical education.

Emergency medicine teaching faculty perceptions about formal academic sessions: “What’s in it for us?”

CJEM ◽  
2005 ◽  
Vol 7 (01) ◽  
pp. 36-41 ◽  
Author(s):  
Glen W. Bandiera ◽  
Laurie Morrison
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Social Interaction ◽  
Continuing Medical Education ◽  
A Priori ◽  
Theory Approach ◽  
Full Time ◽  
Perceived Benefits ◽  
Emergency Physicians ◽  
Part Time

ABSTRACT Background: Little is known about factors affecting emergency physician attendance at formal academic teaching sessions or what emergency physicians believe to be the benefits derived from attending these activities. Objectives: To determine what factors influence emergency medicine faculty attendance at formal academic rounds, what benefits they derive from attendance, and what differences in perceptions there are between full-time clinical and part-time clinical academic faculty. Methods: A survey was sent to all emergency physicians with academic appointments at one institution. Responses were tabulated dichotomously (yes/no) for checklist answers and analyzed using a 2-person grounded theory approach for open answers based on an a priori analysis plan. Differences between full-time and part-time faculty were compared using the chi-squared test for significance. Results: Response rate was 73.8% (48/65). Significant impediments to attendance included clinical responsibilities (75%), professional responsibilities (52.1%), personal responsibilities (33.3%), location (31.2%) and time (27.1%). Perceived benefits of attending rounds were: continuing medical education, social interaction, teaching opportunities, interaction with residents, comparing one's practice with peers, improving teaching techniques, and enjoyment of the format. There were no statistically significant differences between groups' responses. Conclusions: Emergency physicians in our study attend formal teaching sessions infrequently, suggesting that the perceived benefits do not outweigh impediments to attendance. The single main impediment, competing responsibilities, is difficult to modify for emergency physicians. Strategies to increase faculty attendance should focus on enhancing the main perceived benefits: continuing medical education, social interaction and educational development. Faculty learn from themselves and from residents during formal teaching sessions.

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.

Critical Challenges Ahead in Bioterrorism Preparedness Training for Clinicians

2009 ◽  
Vol 24 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Kari A. Hartwig ◽  
David Burich ◽  
Christopher Cannon ◽  
Louis Massari ◽  
Lloyd Mueller ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Infectious Diseases ◽  
Continuing Medical Education ◽  
Response Rate ◽  
Rapid Development ◽  
Infectious Agents ◽  
New Haven ◽  
Confidence Levels ◽  
Reporting Requirements

AbstractPurpose:A survey was distributed to determine physicians' confidence levels in recognizing potential Category-A bioterrorism disease threats (e.g., smallpox, anthrax), preferred means of obtaining continuing medical education (CME) credits, and their knowledge of the Connecticut Department of Public Health's (DPH) disease reporting requirements.Methods:Surveys were mailed to all physicians in the three-hospital Yale New Haven Health (YNHH) System (2,174) from January to March 2004; there were 820 respondents for a 37.7% response rate.Results:A total of 71% of physicians indicated that they were “not confident” that they could recognize five of the infectious agents named;they had higher confidence rates for smallpox (48.8%). Infectious diseases and emergency medicine physicians had the highest rates of confidence. Seventy-eight percent of physicians indicated conferences and lectures as their preferred CME learning modality. Nearly 72% of physicians reported a low familiarity with the DPH reporting requirements.Discussion:The results highlighted the breadth of perceived weaknesses among clinicians from disease recognition to reporting incidents, which signifies the need for greater training in these areas. As clinicians themselves emphasized their lack of skills and knowledge in this area, there should be a rapid development and dissemination of problem-based learning CME courses in bioterrorism preparedness.

Continuing Medical Education

2000 ◽  
Vol 2 (2) ◽  
pp. 154-154 ◽  
Author(s):  
Wayne F. Larrabee ◽  
Arlen D. Meyers
Keyword(s):  
Medical Education ◽  
Continuing Medical Education
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