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Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana's port city, Tema Metropolis -- which supports various educational activities -- using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.

The article discusses processes of digital transformation in adult education centres (AEC) in Baden-Wuerttemberg. It focuses on (a) environmental changes as perceived by specific actors, (b) topics and content related to the public education mandate, and (c) development and expansion of the organisation's digital media repertoire. The data come from an explorative study in one German state, in which 34 managers were interviewed between November 2021 and May 2022 about key changes within their organisations. The results show that (a) different actors from the organisational environment are involved in shaping the digital transformation. A distinction can be made between enablers and inhibitors. In addition, (b) the AEC's public education mission and thus the AEC's efforts to promote digital inclusion are also changing. Finally, (c) digital transformation is also changing the organisation's digital media repertoire. Ensuring basic infrastructure and new digital technologies for micro-didactic areas and exchange within and outside the AEC are seen as necessary. The results show that digital transformation is a multidimensional process with clear interrelations. These have hardly been explicitly considered in previous research. Pedagogical practice can gain suggestions from the results for improving cooperation with the organisational environment or for improving the organisational media repertoire.

OBJECTIVES: To reduce health inequities for lesbian, gay, bisexual, transgender, queer, intersex, asexual, and all sexually and gender diverse (LGBTQIA+) people, healthcare professionals need increased access to education and training resources on LGBTQIA + health. Web-based, asynchronous, electronic learning (e-learning) resources are critical for expanding the availability of LGBTQIA + health programs. This article presents the design and utilization outcomes of a novel e-learning platform for engaging healthcare professionals in LGBTQIA + health online continuing education. METHODS: As of December 2022, the e-learning platform consisted of 293 resources within 17 topic domains. Modalities included: learning modules, recorded webinars, publications, videos, and toolkits. We conducted a descriptive analysis of the e-learning platform's website traffic and user engagement data. Google Universal Analytics and event tracking were used to measure website traffic, user locations, and publication downloads. Learning module and webinar completions were exported from the learning management system and run as frequencies. RESULTS: Between January 1, 2020, and December 31, 2022, over 650,000 people from all U.S. states, 182 countries, and 31 territories visited the website. Platform users downloaded publications 66,225 times, and completed 29,351 learning modules and 24,654 webinars. CONCLUSION: The broad reach and high user engagement of the e-learning platform indicate acceptability of web-based, asynchronous online continuing education in LGBTQIA + health, and suggest that this platform is filling a need in health professional education. Remote, online learning opportunities may be especially important in jurisdictions with bans on medical care for transgender and gender diverse youth. Future growth of the platform, paired with in-person and other online learning opportunities, has the potential to reduce gaps in LGBTQIA + health training, and mitigate LGBTQIA + health inequities. [ABSTRACT FROM AUTHOR]

Purpose The objective of this analysis was to describe trends in continuing education opportunities for pharmacy professionals across the US related to the care of sexual and gender minority (SGM) patients. Methods Continuing education programs offered by Accreditation Council for Pharmacy Education (ACPE)–accredited providers from 2012 through 2022 were identified by searching the ACPE database for titles containing SGM terminology. Data including ACPE provider classification, activity type, format, audience, ACPE topic designator, interprofessional accreditation, contact hours, and learning objectives were collected. Content analysis was used to categorize activities. Results Following removal of duplicates and non–SGM-focused programming, 726 programs were identified. The most commonly observed program characteristics included a live format (67.6%, n = 491), a pharmacist audience (77.1%, n = 560), knowledge-based activities (90.8%, n = 656), a college or school of pharmacy provider (21.6%, n = 157), an ACPE topic of pharmacy administration (50.6%, n = 367), and a focus on pharmacy rather than interprofessional audiences (87.1%, n = 632). The median program length was 1 hour (interquartile range, 1-1.25 hours). The qualitative analysis identified programs focused on topics of gender-affirming care (pharmacotherapy) (32.1%, n = 233), general SGM (26.7%, n = 194), gender-affirming care (nonpharmacotherapy), sexually transmitted infections (7.2%, n = 52), and health disparities (3.9%, n = 28). Conclusion Advancement has occurred in the number of available continuing pharmacy education programs focused on the care of SGM patients. Further information regarding specific content and effectiveness of continuing education is necessary to determine strategies to better prepare pharmacy professionals to care for this growing patient population. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of the 123rd Annual Meeting held by the Medical Library Association, Inc. in Detroit, Michigan on May 16-19, 2023. It presents the sponsors and exhibitors who have demonstrated their outstanding support for the conference and for the value they see in information professionals, a conference overview, and the annual business meeting and outgoing presidential address.

Occupational therapy has set a strategic vision to increase equity and health access through leadership in all practice areas. To this end, educators in occupational therapy doctorate programs must increase the students' ability to lead with an awareness of the social impacts of policy decisions. The purpose of this study was to explore educational opportunities to support occupational therapy doctorate students in developing social awareness for decision-making. The study aimed to use an e-learning module to increase social awareness surrounding a departmental decision about a white coat ceremony. A quantitative quasi-experimental one group pre-test post-test study examined if a significant increase in a trait associated with making socially just decisions occurred following students' participation in an elearning module that outlined the social aspects of the use of the white coat. Results indicated that students had a statistically significant increase in awareness of social inequality and motivation to act following participation in the e-learning module. The study provides initial evidence toward the effectiveness of developing students' social awareness for policy decisions through tailored e-learning to outline social aspects of policy paired with the opportunity to decide. [ABSTRACT FROM AUTHOR]

The measurements of the concentrations of gaseous and dust pollutants in the anthropogenic environment are an important element of environmental monitoring and for determining directions of preventive activities in the field of health protection. The article presents the results involving the concentrations of suspended dust and gaseous pollutants in the outdoor air, which were recorded at three measuring stations of air quality in the Silesian and Opole voivodeships (Wodzisław Śląski, Zabrze, Kędzierzyn-Koźle). The results were supplemented with the values recorded by the mobile laboratory located at the Center for Continuing Education - Branch of the Silesian University of Technology in Rybnik. The research results were used for a synthetic assessment of the threat level to the anthropogenic environment. In the computational layer, the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) was employed, which is included in the group of methods for solving multi-criteria decision-making problems (Multi Attribute Decision Making). [ABSTRACT FROM AUTHOR]

Objective: Identify areas of consensus on integrating lifestyle medicine (LM) into primary care to achieve optimal outcomes. Methods: Experts in both LM and primary care followed an a priori protocol for developing consensus statements. Using an iterative, online process, panel members expressed levels of agreement with statements, resulting in classification as consensus, near consensus, or no consensus. Results: The panel identified 124 candidate statements addressing: (1) Integration into Primary Care, (2) Delivery Models, (3) Provider Education, (4) Evidence-base for LM, (5) Vital Signs, (6) Treatment, (7) Resource Referral and Reimbursement, (8) Patient, Family, and Community Involvement; Shared Decision-Making, (9) Social Determinants of Health and Health Equity, and (10) Barriers to LM. After three iterations of an online Delphi survey, statement revisions, and removal of duplicative statements, 65 statements met criteria for consensus, 24 for near consensus, and 35 for no consensus. Consensus was reached on key topics that included LM being recognized as an essential component of primary care in patients of all ages, including LM as a foundational element of health professional education. Conclusion: The practice of LM in primary care can be strengthened by applying these statements to improve quality of care, inform policy, and identify areas for future research. [ABSTRACT FROM AUTHOR]

Ion channel drugs have been increasing used for chronic pain management with progress in the development of selective calcium channel modulators. Although ion channel drugs have been proven safe and effective in clinical practice, uncertainty remains regarding its use to treat chronic pain. To standardize the clinical practice of ion channel drug for the treatment of chronic pain, the National Health Commission Capacity Building and Continuing Education Center for Pain Diagnosis and Treatment Special Ability Training Project established an expert group to form an expert consensus on the use of ion channel drugs for the treatment of chronic pain after repeated discussions on existing medical evidence combined with the well clinical experience of experts. The consensus provided information on the mechanism of action of ion channel drugs and their recommendations, caution use, contraindications, and precautions for their use in special populations to support doctors in their clinical decision-making. [ABSTRACT FROM AUTHOR]

Aim: To capture and retain healthcare staff in postgraduate courses relevant to individual career aspirations, service requirements and continuous practice development (CPD) within an English UK university. Design: Two virtual career clinics for postgraduate practitioners to engage in CPD offers within the university. An online post‐enrolment online survey to explore their experiences of engagement with the university. Methods: Mixed: qualitative and quantitative methods. Engaging 10 participants attended the career clinics, and 42 participants with an online survey. Results: The career clinics were well received by participants who mapped CPD requirements and individual career aspirations. The surveys exposed challenges with marketing and enrolment; however, these were mitigated with support. Four recommendations are presented within this paper applicable to the international postgraduate education of all health practitioners. [ABSTRACT FROM AUTHOR]

Objective: The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI). Methodology: In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification. Results: Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention. Conclusions: Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has exacerbated pre-existing health inequities in vulnerable and marginalized patient populations. Continuing professional development (CPD) can be a critical driver of change to improve quality of care, health inequities, and system change. In order for CPD to address these disparities in care for patient populations most affected in the health care system, CPD programs must first address issues of equity and inclusion in their education development and delivery. Despite the need for equitable and inclusive CPD programs, there remains a paucity of tools and frameworks available in the literature to guide CPD and broader education providers on how best to develop and deliver equitable and inclusive education programs. In this article, we describe the development and application of a Health Equity and Inclusion (HEI) Framework for education and training grounded in the Analyze, Design, Develop, Implement, and Evaluate model for instructional design. Using a case example, specifically a hospital-wide trauma-informed de-escalation for safety program, we demonstrate how the HEI Framework can be applied practically to CPD programs to support equity and inclusion in the planning, development, implementation, and evaluation phases of education program delivery. The case example illustrates how the HEI Framework can be used by CPD providers to respect learner diversity, improve accessibility for all learners, foster inclusion, and address biases and stereotypes. We suggest that the HEI Framework can serve as an educational resource for CPD providers and health professions educators aiming to create equitable and inclusive CPD programs. [ABSTRACT FROM AUTHOR]

Background: An estimated 1.4 million adults in the United States have congenital heart disease (CHD). As this population grows and many pursue postsecondary education, these adults' health care needs and concerns should be at the forefront for providers, particularly nurse practitioners, at college health centers. Purpose: To understand how college health centers and providers identify and manage the care of students with chronic conditions to further support their health care transition, with a focus on students with CHD. Methodology: Qualitative key informant interviews were performed with providers at five college health centers to understand the processes in place and the challenges health care providers on college campuses face when caring for students with CHD. Results: Most of the college health centers did not have formalized processes in place to care for these students. Although many felt that they had the capabilities in their health centers to manage these students' maintenance/preventive care needs, fewer felt comfortable with their urgent or emergent care needs. The onus was often on students or parents/guardians to initiate these transitions. Conclusions: This study highlights some challenges to providing care to students with chronic conditions like CHD. More collaborative relationships with specialists may be critical to ensuring that all the care needs of chronic disease students are met on college campuses. Implications: Nurse practitioners, who often staff these clinics, are well positioned to support this transition onto campuses and lead the development of processes to identify these students, ease care management transitions, and ensure easy provider communication that allow students with chronic diseases to thrive on campus. [ABSTRACT FROM AUTHOR]

Copyright of Saúde e Sociedade is the property of Universidade de Sao Paulo, Faculdade de Saude Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Retinal diseases, including wet or dry age-related macular degeneration, diabetic macular edema, and diabetic retinopathy (DR), are underdiagnosed and undertreated in the United States. Clinical trials support the effectiveness of anti-vascular endothelial growth factor (anti-VEGF) therapies for several retinal conditions, but real-world data suggest underuse by clinicians, resulting in patients experiencing poorer visual outcomes over time. Continuing education (CE) has demonstrated effectiveness at changing practice behaviors, but more research is needed to understand whether CE can help address diagnostic and treatment gaps. Methods: This test and control matched pair analysis examined pre-/post-test knowledge of retinal diseases and guideline-based screening and intervention among 10,786 healthcare practitioners (i.e., retina specialists, ophthalmologists, optometrists, primary care providers, diabetes educators, pharmacists/managed care specialists, and other healthcare providers, such as registered nurses, nurse practitioners, and physician assistants) who participated in a modular, interactive CE initiative. An additional medical claims analysis provided data on practice change, evaluating use of VEGF-A inhibitors among retina specialist and ophthalmologist learners (n = 7,827) pre-/post-education, compared to a matched control group of non-learners. Outcomes were pre-/post-test change in knowledge/competence and clinical change in application of anti-VEGF therapy, as identified by the medical claims analysis. Results: Learners significantly improved knowledge/competence scores on early identification and treatment, identifying patients who could benefit from anti-VEGF agents, using guideline-recommended care, recognizing the importance of screening and referral, and recognizing the importance of early detection and care for DR (all P-values = 0.003 to 0.004). Compared with matched controls, learners' incremental total injections for anti-VEGF agents for retinal conditions increased more after the CE intervention (P < 0.001); specifically, there were 18,513 more (new) anti-VEGF injections prescribed versus non-learners (P < 0.001). Conclusions: This modular, interactive, immersive CE initiative resulted in significant knowledge/competence gains among retinal disease care providers and changes in practice-related treatment behaviors (i.e., appropriate consideration and greater incorporation of guideline-recommended anti-VEGF therapies) among participating ophthalmologists and retina specialists compared to matched controls. Future studies will utilize medical claims data to show longitudinal impact of this CE initiative on treatment behavior among specialists and impact on diagnosis and referral rates among optometrists and primary care providers who participate in future programming. [ABSTRACT FROM AUTHOR]

“Sf. Nectarie” Palliative Care Center in Bucharest, belonging to the Archdiocese of Bucharest (member of the “Philanthropy” Federation within the Romanian Patriarchate), initiated in November 2022 an innovative project entitled “Palliative Care Academy”. Within it, monthly scientific sessions are held in the field of palliative care, at the headquarters of the “Dumitru Stăniloae” Continuing Education Center in Bucharest. Palliative medicine is meant to improve the quality of life of patients (and their families) whose disease is incurable and aims only at symptomatic relief. This goal is achieved by preventing, correcting or alleviating physical, psychological, social and spiritual problems. Supportive therapy is directed against side effects and complications from other therapies. This includes pain therapy, including needs-based psycho-oncology care. Last but not least, measures for osteoprotection are useful for combating drug-induced osteoporosis. For this purpose, the administration of vitamin D and calcium is extremely useful, through the complementary benefits of chemotherapy, radiotherapy and hormonal therapy. [ABSTRACT FROM AUTHOR]

The meanings of sexuality in seniorhood are found at the base of a complex interrelation between social, cultural and personal factors. The present research aimed to explore the psychological meanings that senior adults in Mexico City confer on sexuality, sexual pleasure and sexual desire; through the use of modified natural semantic networks. The sample consisted of 204 people: 162 senior women and 40 senior men, between 60 and 100 years old, attending a continuing education centers for senior adults in Mexico City. The study was mixed, descriptive, non-experimental, with non-probability and convenience sampling. The results show how the psychological meanings that the studied senior adults have related to sexuality, desire and sexual pleasure are predominantly positive, encompassing feelings, behaviors and sensations. Differences by gender are identified as proposed in the research hypothesis, but similarities within these meanings were also found. The senior women studied define sexuality from the interrelation between affective meanings and physical contact; the word "love" was the most referenced. In addition, they mentioned "pleasure", "desire", "caresses", "satisfaction", "kisses", "joy", "hugs", "health", "attraction", and "knowledge". Senior men, for their part, consider sexuality mainly as an attraction and include others such as: "satisfaction", "pleasure", "respect", "life", "fidelity", "complete", "unique", "woman", "touch", "important", "love", "knowledge", "passion", "desire", "need", and "affection". Women and men in the sample describe sexual desire and pleasure in a very similar way to their sexuality referents, which leads us to understand that the boundaries between the two terms are sensitive. Regarding sexual desire, senior women cite defining words such as: "caresses", "kisses", "love", "hugs", "pleasure", "desire", "necessary", "satisfaction", "natural", "attraction", "partner", "happiness", and "respect". In relation to sexual pleasure, they include the words: "enjoyment", "tenderness", "affection", "friendship", "joy", "it is the maximum", and "relaxing". For their part, senior men defined sexual desire as: "attraction", "love", "caresses", "satisfaction", "looks", "necessary", "natural", "woman", "kisses", "being alive", "respect", "passion", "libido", "important", "moving", "pleasure", "hug", "energy", "games", "excitement", "communication", "masturbation", "eroticism", and "taste". Sexual pleasure includes: "important", "fullness", "enjoyment", "respect", "pleasure", "joy", and "naturalness". The results show that the stage of sexuality in seniorhood is diverse and it is influenced by gender and social beliefs, which evidences the psychological complexity of this sphere of life. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to understand the implications of a collaborative-formative process to the professional development of novice teachers who work in the early years of elementary education in a municipal public school in Piçarras-SC. A qualitative and collaborative research was developed, and the data were analyzed using textual discourse analysis. During the course of the research, the main challenges faced by novice teachers in their daily practice were listed through a narrative interview: collaborative work, teaching knowledge, ethical commitment of the teacher, interpersonal relationships, and reflective practice. Based on these challenges, a learning community was formed. The implications obtained in this collaborative formative process led to the defense of: continuing education based on the interests and challenges faced by teachers; continuing education centered in the school; and collaborative work among teachers. [ABSTRACT FROM AUTHOR]

1. Participants will better comprehend EMS clinician prior experience, confidence and subject knowledge caring for and communicating for patients near the end of life. 2. Participants will learn strategies on how to target clinical and communication skills training for EMS clinicians. Emergency Medical Services (EMS) clinicians regularly encounter patients near the end of life however receive little clinical and communication skills training. An asynchronous, online continuing education module in a national cohort of 1825 EMS clinicians demonstrated an increase in EMS clinician confidence in skills, particularly for those with fewer years of EMS experience. Emergency Medical Services (EMS) clinicians regularly encounter patients near end of life (EOL) however have minimal initial training on clinical and communication skills. To evaluate the effectiveness of a nationally available, asynchronous, continuing education online curriculum for EMS clinicians. This is a prospective study of a national cohort of EMS clinicians (Emergency Medical Technicians (EMT), Advanced-EMTs and Paramedics). EMS clinicians received continuing education credit after completing three 20-minute modules regarding: 1) death notification, 2) caring for actively dying and hospice patients and 3) communicating with family using the Physician Order for Life Sustaining Treatment (POLST). Content was developed by physicians and EMS clinicians with expertise in both EMS and palliative care. The curriculum was administered widely via a free online portal through an EMS Learning Management System market leader. For each topic, we assessed EMS clinicians before and after on their confidence and knowledge. We collected data from 01/15/2023-03/31/2023 and performed multivariate analysis. We analyzed complete datasets for 1,825 EMS clinicians (979 EMTs, 112 Advanced-EMTs and 734 Paramedics) representing all 50 States. Participants reported an average of 7.0 (IQR:1.0-9.0) monthly calls for patients near the EOL. Before completing modules, paramedics, with more monthly EOL calls and more years of experience, were more confident in their end-of-life skills (p < 0.001). Following module completion, those with the fewest years of EMS experience (0-2 years) (p < 0.001) and those with longer EMS experience gained more confidence than their peers (p < 0.001). Chi-square analysis did not demonstrate a significant association (p=0.188) between improvement in confidence and knowledge before and after the modules. Online continuing education can improve EMS clinician confidence in caring for patients near EOL, particularly for those with fewer years of EMS experience. Emergencies / Refractory Symptom Management / Workforce / Career Development [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current research aims to identify the extent of the impact of the use of information technology on organizational performance and was applied in a sample of continuing education centers in public universities to be the field from which data on research variables are collected, for the purpose of analyzing them, reaching the results and achieving the objectives of the research. For this purpose, a questionnaire was prepared that combines the research variables and based on previous standards and models, and the questionnaire was distributed to (the director of the center, people's officials, unit officials, teachers, workers), and the sample size was (104) individuals from the total research community of (152) individuals by using De Morgan's equation to determine the sample size. In order to analyze the data obtained from the research questionnaire that formed the opinions and answers of the sample, the researcher used the programs (SPSS V.28) to analyze the primary data, and the statistical analysis showed a number of results, the most prominent of which was the presence of a strong impact of information technology on organizational performance. [ABSTRACT FROM AUTHOR]

Objective: To establish and verify a nomogram based on multimodal ultrasonography (US) for the assessment of the malignancy risk of thyroid nodules and to explore its value in distinguishing benign from malignant thyroid nodules. Methods: From September 2020 to December 2021, the data of 447 individuals with thyroid nodules were retrieved from the multicenter database of medical images of the National Health Commission's Capacity Building and Continuing Education Center, which includes data from more than 20 hospitals. All patients underwent contrast-enhanced US (CEUS) and elastography before surgery or fine needle aspiration. The training set consisted of three hundred datasets from the multicenter database (excluding Zhejiang Cancer Hospital), and the external validation set consisted of 147 datasets from Zhejiang Cancer Hospital. As per the pathological results, the training set was separated into benign and malignant groups. The characteristics of the lesions in the two groups were analyzed and compared using conventional US, CEUS, and elastography score. Using multivariate logistic regression to screen independent predictive risk indicators, then a nomogram for risk assessment of malignant thyroid nodules was created. The diagnostic performance of the nomogram was assessed utilizing calibration curves and receiver operating characteristic (ROC) from the training and validation cohorts. The nomogram and The American College of Radiology Thyroid Imaging, Reporting and Data System were assessed clinically using decision curve analysis (DCA). Results: Multivariate regression showed that irregular shape, elastography score (= 3), lack of ring enhancement, and unclear margin after enhancement were independent predictors of malignancy. During the training (area under the ROC [AUC]: 0.936; 95% confidence interval [CI]: 0.902-0.961) and validation (AUC: 0.902; 95% CI: 0.842-0.945) sets, the multimodal US nomogram with these four variables demonstrated good calibration and discrimination. The DCA results confirmed the good clinical applicability of the multimodal US nomogram for predicting thyroid cancer. Conclusions: As a preoperative prediction tool, our multimodal US-based nomogram showed good ability to distinguish benign frommalignant thyroid nodules. [ABSTRACT FROM AUTHOR]

Electronic learning has changed the continuing medical education (CME) methods. For the first time, we aim to design, install, and launch an electronic CME (e-CME) system at our university, to integrate it with our National Continuing Medical Education Center of the Ministry of Health, to determine its effects on the midwives' knowledge and problem-solving skills in postpartum hemorrhage (PPH), and their satisfaction with the electronic content and attitude toward the e-CME method. First, we designed and installed the learning management system (LMS) and integrated it with the national system. In the second phase, by the census, we applied it to 32 midwives through a quasiexperimental with a single-group pretest-posttest design. So, midwives used the electronic system in all five sessions and completed the research tools such as PPH knowledge, skills in solving problems, satisfaction with the content, and attitude toward e-CME before and after these sessions. Data were analyzed using the SPSS-16 software by the paired t-test, Wilcoxon, Friedman's, and Pearson's tests with a 95% confidence level. The levels of midwives' PPH knowledge and problem-solving skills were both significantly improved (p < 0.05). The total attitudes toward using e-learning CME for most participants were positive both before and after the intervention. After the intervention, there was a high satisfaction level (4.04 ± 0.16) with the electronic content among participating midwives. The positive results and successful use of e-learning by midwives lead to the achievement of the university's mission of continuing medical education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Administration & Economics is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Canada's maintenance of certification programs for physicians has evolved to emphasize assessment activities. Our organization recognized the importance of offering more practice assessment opportunities to our members to enhance their practice and help them comply with a regulation from our provincial professional body related to ongoing continuing education. This led us to rethink our annual congress and enrich the program with a curriculum of interdisciplinary simulation sessions tailored to meet the needs of a broad audience of specialists. Our challenges are similar to those of many national specialty societies having limited access to simulation facilities, instructors, and simulation teams that can cover the breadth and scope of perceived and unperceived simulation needs for their specialty. Our innovative solution was to partner with local experts to develop 22 simulation sessions over the past three years. The response was very positive, drawing 867 participants. Over 95% of participants either agreed or strongly agreed that their simulation session (1) met their learning objectives, (2) was relevant for their practice, and (3) encouraged them to modify their practice. Narrative comments from a survey sent to the 2018 participants four months after their activity indicated several self-reported changes in their practice or patient outcomes. We were able to centralize offers from organizations that had previously worked in silo to develop simulation sessions meeting the needs of our members. Proposing simulation sessions allowed our organization to establish long-term partnerships and to expend our "educational toolbox" to address skill gaps not usually addressed during annual meetings. [ABSTRACT FROM AUTHOR]

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Copyright of Basra Studies Journal is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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With few exceptions, the effectiveness of continuing education (CE) mandates has been measured by self-report assessments of the professional psychologists who fulfill them. The present investigation provided a longitudinal look at the number of approved CE providers and the incidence of licensing board complaints across a succession of two-year cycles prior to, and following, the 2012 implementation of CE mandates in the State of Illinois. Findings showed a substantial increase in the number of CE providers across that time, though no significant change in the incidence of licensing board complaints, suggesting that the increased availability of CE did not translate into lower complaint rates. Possible reasons for these findings are noted, and recommendations for future work are detailed in support of an evidence-based approach to CE that better articulates and aligns its objectives with its outcomes in an era of renewed accountability in the health professions. [ABSTRACT FROM AUTHOR]

“To my student who is also a mother” is an open letter to the women who enrolled in the Credit Diploma Program at New Haven Adult & Continuing Education Center during the summer of 2020 or the following fall, taking full advantage of online class offerings. The author reflects on what this group of mothers has meant to the school and to her own life during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The Junior Academy of General Medicine of the German Society of General Medicine (DEGAM) and its foundation DESAM has completed the 2019 cohort after three years of support. The program aims to inspire medical students for the profession of general practitioner and accompany them during the second phase of their studies. DESAM is funded by DEGAM's own resources as well as donations and contributions. Since 2012, approximately 150 students have been supported in the Junior Academy. The German Foundation for General Medicine and Family Medicine (DESAM) supports the next generation of general practitioners and research in the field of general medicine. The foundation offers programs such as the Junior Academy and the Summer School of General Medicine to show medical students the diversity and beauty of the general practitioner profession. Further education is optimized through the German Network of Competence Centers for Continuing Education (DNKW). DESAM also promotes research in general medicine, particularly through the Initiative of German Research Practice Networks - DESAM-ForNet. For more information about DESAM's activities and projects, please visit their website www.desam.de. Donations to support the foundation can be transferred to the specified donation account. [Extracted from the article]