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Abstract Background Despite being cornerstone medications for managing gastrointestinal disorders, proton pump inhibitors (PPI) have raised concerns due to inappropriate prescribing and overutilization, their potential side effects, and interactions with other medications. General practitioners (GPs) provide long-term patient follow-up and are targets to promote PPI deprescribing to reach the widest possible population. GPs practicing in rural settings encounter unique challenges as their numbers dwindle and their workload increases. Hence, targeted educational interventions are crucial to promote appropriate prescribing practices in such underserved areas. Methods We developed a continuing medical education (CME) program focused on PPI deprescribing for GPs in rural settings. The program comprised of an interactive training session featuring clinical cases, an open discussion, and distribution of educational materials. We assessed the program’s effectiveness using a two-level Kirkpatrick model, evaluating participant satisfaction and knowledge levels through pre- and post-course questionnaires. Results Thirty-three GPs participated, with 61.9% working in semi-rural and 38.1% in rural areas (21 responded to the 1st questionnaire, 14 to the 2nd ). Median medical experience was 6 years, with 61.9% serving as internship supervisors. Despite 95.2% acknowledging PPI overprescription, none had previously participated in dedicated PPI CME programs. The open discussion session provided valuable insights into various topics related to PPI use and gastrointestinal health. Participants expressed high satisfaction with the program (average rating of 9.1/10) and 92.9% reported changes in practice, including increased awareness of inappropriate PPI prescriptions. Indeed, 92.9% of GPs identified inappropriate PPI use following the course. 57.1% of participants utilized the provided educational materials. The main practice changes observed included an increased reassessment rate of PPI indications (71.4% at each renewal after vs. 19% before, 28.6% non-systematically after vs. 66.8% before, 0% rarely after vs. 14.3% before; p = 0.006), the necessity for more than one consultation to deprescribe (64.3% after vs. 23.8% before; p = 0.021), systematic utilization of gradual cessation of PPI (100% vs. 61.9%; p = 0.039) and more frequent use of additional medication (92.9% vs. 57.1%; p = 0.022), primarily antiacids (92.3%). Conclusions Our study underscores the effectiveness of targeted CME programs in promoting appropriate prescribing practices and enhancing knowledge among GPs in rural settings. Despite the challenges encountered in deprescribing PPI, the program facilitated proactive approaches in managing treatment discontinuation failures. Tailored educational interventions are essential for mitigating medication prescribing challenges and improving patient outcomes in rural primary care settings. Trial registrations Not applicable.

Abstract Background The worldwide market for continuing medical education (CME) was severely affected by the COVID-19 pandemic, which precipitated an increase in web-based CME course attendance. Virtual education methods may be effective for engaging learners and changing behaviors. However, more information is needed about physician preferences for in-person vs. livestreamed CME courses in the postpandemic era. Because of the paucity of data regarding this topic, the current study was designed to evaluate CME participant characteristics, preferences, engagement, and satisfaction with traditional in-person vs. virtual educational methods. Methods A cross-sectional study was performed of attendees of two large internal medicine CME courses held in 2021. Both CME courses were offered via in-person and livestream options, and were taught by Mayo Clinic content experts. Participants, who consisted of practicing physicians seeking CME, completed a 41-question survey after CME course completion. Statistical comparisons were performed by using Fisher exact tests for all survey items, except for those with ordinal response sets, which were compared with Cochran-Armitage trend tests. Results A total of 146 participants completed the survey (response rate, 30.2%). Among the 77 respondents who attended in-person courses, the most frequent reasons indicated were the opportunity to travel (66%) and collaboration/networking with others (25%). Among the 68 respondents who attended the livestream courses, the most frequent reasons indicated included COVID-19–related concerns (65%), convenience (46%), and travel costs (34%). The percentage of respondents who indicated that they would choose the same mode of attendance if given the option again was higher for those who attended in person than for those who attended via livestream (91% vs. 65%, P

Abstract Objectives To assess the evolution of continuing medical education/continuous professional development (CME/CPD) in European Radiology with a particular focus on on-site (live educational events, LEE) vs remote (electronic learning materials, ELM) participation and the impact of the COVID-19 pandemic. Methods Results related to CME/CPD of surveys conducted by the Accreditation Council of Imaging (ACI) between 2017 and 2020 are summarized. Additional insights from the survey conducted in spring 2023, exploring online education trends since the start of the COVID-19 pandemic, are presented. Finally, the results of the surveys are correlated with the total number of CME/CPD applications received annually from 2018 to 2022. Results Pre-pandemic, 90% of European radiologists supported mandatory CME and unified CME/CPD-system. A trend among younger radiologists towards ELM was observed. Only 20% of employers fully endorsed CME/CPD. In 2020, LEE attendance dropped significantly (95.5–33%), with a simultaneous surge (33–58%) in time spent on ELM. Post-pandemic, the majority (52%) of LEE attendees participated in 1–5 events, whereas the majority (38%) of attendees of live-streamed events participated in 6–20 meetings. Content remains a priority of respondents in all formats: 79% for online, 75% for on-site, and 74% for on-demand. While the assessed quality of LEE remained at the same level (no change (36%) or good/very good (48%)), a considerably higher percentage of respondents noticed the quality of live-streamed events was good/very good (83%). Conclusion The majority of European radiologists support mandatory CME and a unified CME/CPD system. Despite the post-pandemic resurgence in LEE, ELM and hybrid events are predicted to gain further prominence. Critical relevance statement The CME/CPD system dynamically adapts to evolving professional, technical, and environmental circumstances, with human interaction gaining heightened significance post-COVID-19. Key Points Professionals expressed a desire to return to on-site participation, highlighting its desirability for social interaction. Electronic learning materials are poised for continued growth, particularly among younger generations. Professionals expressed a desire towards a unified CME/CPD system in Europe. Graphical Abstract

Abstract Background Dermatology grand rounds are popular educational activities among dermatologists and trainees, contributing to improved knowledge and skills. Dermatology hospital conferences at Mayo Clinic Dermatology are separate from dermatology grand rounds in that they focus on inpatient consultations and dermatology admissions. Objectives This study aimed to determine the types of cases presented during dermatology hospital grand rounds and evaluate the educational value of this continuing medical education (CME)‐accredited activity. Methods This retrospective study reviewed all inpatient dermatology cases presented during hospital grand rounds at Mayo Clinic Dermatology in Rochester, MN from 2019 to 2022; this study also reviewed the compiled surveys of faculty participants at our institution from 2019 to 2022. Results A total of 389 cases met the inclusion criteria for analysis. The most common diagnostic category was inflammatory/autoimmune diseases (157 cases, 40%), followed by infection or infestation (73 cases, 19%), drug‐induced eruptions (49 cases, 13%), neoplastic or metastatic diseases (41 cases, 11%), genetic/congenital disorders (21 cases, 5%), depositional/nutritional/metabolic conditions (15 cases, 4%) and wound/traumatic/iatrogenic dermatoses (12 cases, 3%), which were the least common. Most cases were presented for discussion of diagnosis and management (246 cases, 63%), but others focused on the arrival of diagnosis (119 cases, 31%) or management alone (24 cases, 6%). The compiled surveys of faculty participants (n = 50) indicated high satisfaction with dermatology hospital grand rounds, with the majority expressing that evidence‐based research was incorporated and positively impacted their practice. Most respondents indicated that hospital conference participation improved knowledge (97%), competence (64%), clinician performance (54%), patient outcomes (52%) and team performance (50%). Conclusions The cases presented during these conferences spanned from challenging inflammatory diseases to simple dermatoses, with over 800 literature references reviewed. Dermatology hospital grand rounds provide high value as a CME‐accredited activity for dermatology faculty, even for those without a specific interest in hospital/inpatient dermatology.

The field of psychodermatology, which explores the relationship between psychological factors and skin conditions, is an important area of study in medical education and clinical practice. However, healthcare professionals often lack confidence and training in managing psychocutaneous conditions. Studies have shown a high demand for continuing medical education (CME) programs focused on psychodermatology, and initiatives such as video mentoring and clinical skills lessons have shown promise in improving provider expertise and patient outcomes. Challenges in integrating psychodermatology into mainstream CME programs include resource scarcity and patient stigma, which can be addressed through innovative educational strategies and interdisciplinary collaboration. Expanding education in psychodermatology is crucial for providing personalized, patient-centered care. [Extracted from the article]

ObjectivesThis cross-sectional study was designed to explore the completion of continuing medical education (CME) programs and identify the factors influencing their completion.MethodsThe data for this study were generated from the National CME Program Application and Information Feedback Online System and the Sichuan CME Administrative Platform. The data were processed using descriptive analysis, Chi-square test, and binary logistic regression methods. The completion of each CME program was determined by the research team members according to the criteria created by the Office of the Sichuan CME Commission.ResultsA total of 180 hospitals and 3,622 CME programs were included. Among the 3,622 CME programs, 2,936 (81.1%) were determined to be completed. Comparative analysis showed that in terms of hospital characteristics, specialist hospitals, county hospitals, hospitals with 500–1,000 beds, and hospitals in the regions with government medical expenditure input equal to or more than 3,000 million RMB displayed the highest completion rates. For program attributes, national programs, programs in the field of pharmacy, and programs with 1–3 duration days demonstrated the highest completion rates. The binary logistic regression analysis showed that hospital region with different government medical expenditure input had the strongest positive association with the completion of CME programs [OR = 2.922, 95%CI (1.642–5.198)], while the duration time showed the strongest negative association [OR = 0.235, 95%CI (0.141–0.393)].ConclusionThis is the first study in China to analyze the completion of CME programs and identify its influencing factors at the provincial level. It is recommended that the government in the region should pay great attention to the construction of measures regarding the factors affecting the completion of CME programs. This includes providing more financial support to CME providers to ensure the formal operation of their CME activities, formulating guidelines on the application of CME programs to reasonably allocate and control the distribution of accredited CME programs across different hospital scales and disciplines, especially offering more training support to county hospitals, promulgating administrative documents to raise attention to the completion of CME programs, and special scrutiny on CME programs with longer durations to provide and protect training opportunities for those in need.

Abstract Objectives This study aims to better understand the perspectives of emergency medicine physicians’ on the role that state‐mandated, topic‐specific continuing medical education (CME) plays in addressing knowledge gaps, its relevance to current emergency practice, its reported burden and costs of CME activities to emergency physicians, and its perceived improvement in patient care. Methods A cross‐sectional survey was designed by the Coalition of Board‐Certified Emergency Physicians (COBCEP) and distributed in February 2023 to all American Board of Emergency Medicine (ABEM)‐certified physicians. Statistical tests of significance (Pearson's chi‐square and Fisher's exact test) assessed the cost and time spent on CME as well as the perceived value placed on CME by ABEM‐certified physicians to improve patient care. Data were summarized using descriptive statistics. Results There were 5562 (13.0%) responses from the 43656 physicians who received the survey—5506 responses were included for analysis. Over half of the physicians (53.0%) had more than 15 years of post‐residency practice experience. Most physicians (57.3%) spent less than $5,000 per year on obtaining CME. Most physicians practicing in states with state‐mandated, topic‐specific CME requirements believed that participation in ABEM continuing certification could be used to reduce the need for state‐mandated, topic‐specific CME requirements (83.6%) and state‐mandated, topic‐specific requirements were believed to be unlikely to improve patient care (70.8%). Conclusions Although well‐intended, state CME requirements may lack relevancy and can, at times, place an undue burden on emergency physicians. Tailoring CME requirements to increase relevance to their patient populations and reduce barriers to completing CME could enhance knowledge translation and improve patient outcomes.

Abstract Background The Tibetan area is one of China’s minority regions with a shortage of general practice personnel, which requires further training and staffing. This research helps to understand the current condition and demand for general practitioner (GP) training in Tibetan areas and to provide a reference for promoting GP education and training. Methods We conducted a cross-sectional survey using stratified sampling targeting 854 GPs in seven cities within the Tibetan Autonomous Region, utilizing an online questionnaire. Achieving a high response rate of 95.1%, 812 GPs provided invaluable insights. Our meticulously developed self-designed questionnaire, available in both Chinese and Tibetan versions, aimed to capture a wide array of data encompassing basic demographics, clinical skills, and specific training needs of GPs in the Tibetan areas. Prior to deployment, the questionnaire underwent rigorous development and refinement processes, including expert consultation and pilot testing, to ensure its content validity and reliability. In our analysis, we employed descriptive statistics to present the characteristics and current training needs of GPs in the Tibetan areas. Additionally, chi-square tests were utilized to examine discrepancies in training needs across various demographic groups, such as age, job positions, and educational backgrounds of the participating GPs. Results The study was completed by 812 (812/854, 95.1%) GPs, of whom 62.4% (507/812) were female. The top three training needs were hypertension (81.4%, 661/812), pregnancy management (80.7%, 655/812), and treatment of related patient conditions and events (80.5%, 654/812). Further research shows that the training required by GPs of different ages in “puncturing, catheterization, and indwelling gastric tube use” (64.6% vs. 54.8%, p = 9.5 × 10− 6) varies statistically. GPs in various positions have different training needs in “community-based chronic disease prevention and management” (76.6% vs. 63.9%, p = 0.009). The training needs of GPs with different educational backgrounds in “debridement, suturing, and fracture fixation” (65.6% vs. 73.2%, p = 0.027) were also statistically significant. Conclusions This study suggests the need for targeted continuing medical education activities and for updating training topics and content. Course developers must consider the needs of GPs, as well as the age, job positions, and educational backgrounds of GPs practicing in the Tibetan Plateau region. Trial registration Not applicable.

Aims of this assessment were to describe requirements for physicians to engage in CME/CPD; explore perceptions of In-Country SMEs of their CME/CPD systems; describe perceptions of In-Country physicians about interprofessional continuing education (IPCE) and independent CME/CPD; and provide recommendations that may be adopted to improve quality and effectiveness. This assessment used a mixed-methods approach that included 1:1 interviews with in-country subject matter experts and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. This assessment reflects a country invested in the education of its physician workforce. CME/CPD systems have embedded governance structures, organizations authorized to provide education, and a recognized credit system. Governing bodies have implemented regulations to limit influence from commercial interest organizations on CME/CPD, and there is opportunity to expand delivery systems to reach physicians across diverse geographic regions, better align content to individual physicians’ gaps and learning needs, and reduce cost. There is opportunity to invest in IPCE within a country with a strong professional hierarchy system. This assessment reflects CME/CPD systems that are relatively mature and identifies several opportunities to expand and enhance systems to better meet educational needs of physicians and to positively impact practice and patient outcomes.

BackgroundNearly 30% of patients with COVID-19 infection develop post-COVID Syndrome. Knowledge of post-COVID Syndrome is evolving, creating the need for adaptable curricula. Flipped classrooms (FC) are flexible and dynamic with demonstrated utility in continuing medical education (CME), yet there has been no research on application of FCs, or comparisons between livestream and in-person learning, in post-COVID CME.MethodsWe implemented a novel post-COVID curriculum using FCs for in-person and livestream participants at four Mayo Clinic CME conferences. Outcomes were validated measures of knowledge; perceptions of FCs and CME teacher effectiveness; and learner engagement. Pre-conferences surveys were a post-COVID knowledge test and the Flipped Classroom Perception Inventory (FCPI). Post-conference surveys were a post-COVID knowledge test, the FCPI, the CME Teaching Effectiveness Instrument (CMETE), and the Learner Engagement Inventory (LEI). Pre-post knowledge and FCPI scores were analyzed using linear mixed models. CMETE and LEI were compared for in-person versus livestream participants using the Wilcoxon rank-sum test.ResultsOverall, 59 participants completed the pre-test, and 72 participants completed the post-test, surveys. Participants were predominantly female (58%), were in nonacademic group practices (65%), and lacked prior experience with flipped classrooms (83%). Following the presentations, participants showed significant improvements in post-COVID knowledge (47% correct precourse to 54% correct postcourse, p-value = 0.004), and a trend toward improved FCPI scores. Teaching effectiveness, learner engagement, and pre-post change in COVID knowledge did not differ significantly between participants of in-person versus livestream sessions.ConclusionThis post-COVID FC curriculum was feasible and associated with improved knowledge scores among a diverse population of physician learners in CME, without any apparent compromise in learner engagement, or in perceptions of teaching effectiveness and FCs, among livestream versus in-person participants.

Abstract Introduction Continuing Medical Education (CME) is vital for healthcare professionals to remain current with advancements and maintain their competence. In India, CME remains in its early stages, lacking a systematic approach. There is a pressing need for a comprehensive framework that addresses needs assessment, program development, accreditation, and credit allocation. Specifically, there is a gap in delivering targeted CME that meets the needs of different medical professionals at appropriate times. The aim of this study is to employ Kern’s six steps of curriculum design to plan and evaluate a faculty development program focused on Entrustable Professional Activities (EPAs) for MD (Doctor of Medicine) Biochemistry professionals. Methods This study utilized Kern’s six-step approach to design a training program on Entrustable Professional Activities (EPAs) tailored for MD Biochemistry professionals. Approval was obtained from the Institutional Human Ethics Committee. Following problem identification, a targeted needs assessment was conducted through expert consultations. The goal of the program was established, focusing on the development and delivery of an interactive online CME program. The program was developed, implemented and evaluated using surveys and feedback questionnaires. Results A comprehensive literature review revealed a notable gap in EPA-related works for MD Biochemistry program. Expert consultations highlighted significant training needs and barriers, such as limited resources and professional commitments. Consequently, the program’s primary objective was to raise awareness and sensitize participants to EPA development. A 4-h online CME was designed, featuring expert-led sessions and collaborative group activities. The program attracted 152 participants and utilized interactive elements, such as polls and chats, to foster engagement. Group activities allowed participants to apply concepts in EPA validation. Pre- and post-program surveys demonstrated significant improvements in participants’ knowledge and confidence. Feedback highlighted the practical relevance of the content and the interactive, hands-on nature of the sessions. Conclusion Kern’s six-step approach provided a structured and effective framework for developing the CME program, addressing identified needs and barriers, and enhancing faculty development in MD Biochemistry. This study underscores the importance of a systematic approach in CME to improve program effectiveness. Trial registration Not applicable.

BackgroundThe high incidence and mortality rates of urothelial carcinoma mean it remains a significant global health concern. Its prevalence is notably pronounced in industrialized countries, with Spain registering one of the highest incidences in Europe. Treatment options are available for various stages of bladder cancer. Moreover, the management landscape for this disease has been significantly transformed by the rapid advances in immunotherapy. Healthcare professionals who diagnose, treat, and follow up with bladder cancer patients need comprehensive training to incorporate these advances into their clinical practice. To bridge these knowledge gaps, we set up the E-PIMUC program to educate healthcare professionals on bladder cancer management and specifically immunotherapy.MethodsE-PIMUC used an innovative microlearning methodology comprising bitesize learning pills that support efficient acquisition of specialized expertise. We used a mixed methods, quantitative and qualitative approach to assess the success of the E-PIMUC program. Data collection encompassed pre-post testing, participation metrics, satisfaction surveys, and self-perceived performance assessments.ResultsA total of 751 healthcare professionals enrolled in the program. Of these, 81.0% actively engaged with the content and 33.2% passed all tests and were awarded the course certificate and professional credits. The course received satisfaction ratings of 94.3% to 95.1% and significantly improved the declarative knowledge of participants who had a range of professional profiles (p < 0.001). Participants reported increased confidence in applying immunotherapy principles in their practice (average improvement of 1.4 points). Open-ended responses also underscored participants’ perceived benefits, including expanded knowledge and enhanced patient interaction skills.ConclusionThe E-PIMUC program provided effective, comprehensive, cutting-edge training on bladder cancer management, particularly on the use of immunotherapy in this area of oncology. The high participation rates, positive satisfaction scores, substantial knowledge enhancement, and improved self-perceived performance, are all testament to the program’s success. E-PIMUC was endorsed by regulatory bodies as a trusted educational resource in urothelial carcinoma management. What is more, complementary initiatives brought together patients and medical experts to foster a holistic, patient-centered approach to the complexities of bladder cancer care.

Abstract Background Digital health has surged during the Covid health crisis, and the use of social media, already prevalent in medicine, has significantly increased. There are Social Networks groups dedicated to physicians with an educational purpose. These groups also facilitate peer discussions on medical questions and the sharing of training materials. Objectives The aim of our study was to assess the value of these new tools and their contribution to medical education. Methods An anonymous questionnaire was conducted among members of a Social Networks community group for physicians. The survey received responses from 1451 participants. Results The majority of participants believed they had enriched their medical knowledge and accessed documents they would not have accessed without the group. Subgroup analysis showed that the contribution of this tool is more pronounced for general practitioners and doctors practicing in limited healthcare access. Conclusion It is essential to develop digital tools that enhance physician training, and social networks represent a valuable educational tool.

In 2021, UpToDate began offering continuing medical education (CME) planned and delivered by patients. The patient-authored medical topic reviews focus on lessons learned from interactions with the healthcare system and emphasise quality of life for those living with specific conditions. Having access to the patient voice at the point of care provides clinicians with a perspective that can improve patient-provider communication and promote shared decision-making. Participants who viewed the patient-authored topics were emailed a survey about the content; several responses indicated that the new topics were useful in clinical practice. While positive responses demonstrate that clinicians value the patient perspective, we also received replies from participants and from the patient authors themselves indicating there is more work to be done in developing patient-led CME. As more patients are invited to join the conversation, their expertise will be increasingly recognised as integral to CME. [ABSTRACT FROM AUTHOR]

Continuing medical education is essential to maintain and develop the skills of the healthcare workforce. Engagement with CME is required for maintaining practitioner licence in the United Arab Emirates. The CME environment in Abu Dhabi has been growing quickly, with rising numbers of activities and learner participation. Though Abu Dhabi's Department of Health(DOH) has a history of regulating CME for its health professionals, it has typically relied on activity audits that have been inefficient and laborious. Consequently, the DOH evaluated and subsequently adopted international standards for provider accreditation and implemented a new model. That system incorporates eligibility standards, a digital system of registration, standards for ensuring learners are protected from advertising and promotion, expectations for educational outcomes, attendance verification, and program evaluation. DOH introduces an accreditation statement, set standards for activity documentation, data protection, and published a limited range of international systems whose credits could be recognized by DOH. Embedded in the new accreditation system is a restructured internal workforce, trained and supported to ensure accurate, consistent, and transparent accreditation decisions. DOH has supported implementation through a revised website, community meetings, provider training, and provider support services. DOH anticipates continuing evolution to support a culture of learning and competency management of the healthcare professionals in its workforce through CME, and in doing so support the delivery of high-quality healthcare to its citizens. [ABSTRACT FROM AUTHOR]

AimsThis cohort study aimed to explore the effect of a one-day online continuing medical education (CME) on the improvement of physicians’ knowledge and clinical practice on functional dyspepsia (FD).MethodsPhysicians were invited to participate in this CME via medical education applications. FD training videos made in advance were sent to participants via a weblink. Before and after training, participants were required to finish the FD knowledge test and provide case information of FD patients. McNemar test, Wilcoxon rank-sum test, Freidman test, Chi-square test, quantile regression, and generalized estimating equations (GEE) were used to perform statistical analysis.ResultsThere were 397 of 430 (92.33%) physicians finished this CME program. The total score of the FD knowledge test after training was significantly higher compared with before training [488.3 (468.3–510.0) vs. 391.7 (341.7–450.0), p

Abstract Background Continuing Medical Education (CME) is an important part of the training process for health workers worldwide. In China, training in Traditional Chinese Medicine (TCM) not only improves the expertise of medical workers, but also supports the Chinese Government’s policy of promoting TCM as an equal treatment to western medicine. CME, including learning Traditional Chinese Medicine Technologies (TCMTs), perform poorly and research into the motivation of health workers to engage in CME is urgently required. Using a discrete choice experiment, this study assessed the CME learning preferences of primary health workers, using TCMT as a case study of CME programs. Methods We conducted a discrete choice experiment among health workers in Shandong Province, Guizhou Province, and Henan provinces from July 1, 2021 to October 1, 2022 on the TCMT learning preferences of primary health workers. The mixed logit model and latent class analysis model were used to analyze primary health workers’ TCMT learning preferences. Results A total of 1,063 respondents participated in this study, of which 1,001 (94.2%) passed the consistency test and formed the final sample. Our key finding was that there were three distinct classes of TCMT learners. Overall, the relative importance of the seven attributes impacting the learning of TCMTs were: learning expenses, expected TCMT efficacy, TCMT learning difficulty, TCMT mode of learning, TCMT type, time required to learn, and expected frequency of TCMT use. However, these attributes differed significantly across the three distinct classes of TCMT learners. Infrequent users (class 1) were concerned with learning expenses and learning difficulty; workaholics (class 2) focused on the mode of learning; and pragmatists (class 3) paid more attention to the expected TCMT efficacy and the expected frequency of TCMT use. We recommend targeted strategies to motivate TCMT learning suited to the requirements of each class of TCMT learners. Conclusion Rather than a single TCMT medical education program for primary health workers, CME programs should be targeted at different classes of TCMT learners.

Objective: Examine the impact of a participatory wellness continuing medical education (CME) program on physician burnout, wellness, and well-being. Methods: Physicians attending a 3-day wellness CME program. Self-reported questionnaires at baseline with paired analyses at 26-week follow-up. Results: Compared to baseline, at 26 weeks there were decreases in burnout (P < 0.001, ES -0.68), redmeat consumption (P = 0.02, ES -0.29), and current stress levels (P < 0.001, ES -0.50). There were increases in fruit/vegetable consumption (P < 0.001, ES 0.55), energy levels at work (P < 0.001, ES 0.60) and at home (P < 0.001, ES 0.66), quality of life (P < 0.001, ES 0.53), and confidence (P < 0.001, ES 0.89) and frequency (P = 0.01, ES 0.32) of counseling patients on wellness. Conclusion: Attendance at this participatory wellness CME program was associated with improved physician burnout, health behaviors in diet, stress, energy, quality of life, and wellness counseling. [ABSTRACT FROM AUTHOR]

Global education, particularly Continuing Medical Education (CME) for healthcare professionals, is quickly shifting online. This study assesses the opportunities and challenges of adopting online learning in radiology CME. It explores how radiologists and radiographers have adapted to this digital shift and the changing landscape of radiology education. The study also seeks to envision an innovative future for radiology education. A descriptive cross-sectional survey was conducted among radiologists and radiographers working in radiology departments in the United Arab Emirates (UAE). The survey collected data on participant demographics, experiences with CME, sources of CME, and perceptions of online learning. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) software. The survey involved 65 radiologists and 215 radiographers. Findings indicated a significant shift from face-to-face to online CME activities, with 76.9% of radiologists and 70.7% of radiographers utilizing online resources for CME. Concerns about time management, technical issues, and expenses have emerged as challenges for online CME. Participants also highlighted the importance of free-of-charge CME and the value of active participation and anonymity in online discussions. Radiology professionals have rapidly adapted to the changing landscape of CME by embracing online learning. While this shift offers greater flexibility and accessibility, technology-related challenges and concerns over time management persist. The study suggests that the future of radiology CME may involve personalized, adaptive, and interactive learning experiences, emphasizing mental well-being and resilience. Radiology professionals must embrace online CME for continuous skill enhancement, addressing technical challenges, fostering interactive learning environments, and ensuring accessibility to maintain high standards in patient care and medical advancements. [ABSTRACT FROM AUTHOR]

Given that medical science is always advancing, continuing education programs are designed to ensure that all practitioners in the medical and healthcare professions are updated with new developments. According to the issues raised, the present study has been conducted to review the common and effective educational methods in the subjects of continuous education to introduce effective methods to increase sustainable learning and effective education. This study is a review type and was conducted during the years 2000-2023 through searching articles in databases: Google Scholar, Elsevier ISI (Web of Science), and Scopus. The search was conducted using the keywords: "Educational Method", "Continuing education", and "Common Method of Teaching". The results have shown that one of the most important factors influencing continuous education is teaching methods and teaching methods. So the importance of teaching methods in the continuous education programs of doctors has been emphasized in several researches. Considering that the role of new teaching methods in the effectiveness of learning during healthcare activities cannot be ignored, common methods in medical science education along with new methods are one of the effective approaches in sustainable learning among employees. Using this method, sustainable learning will encourage people to continue and carry out correct healthcare and treatment and will create sustainable performance. In addition to lectures, effective educational methods such as group discussion, problem-solving methods, cooperative educational models, clinical education, e-learning, simulation-based medical education, and evidence-based medicine can be used. [ABSTRACT FROM AUTHOR]

Objective: To determine the effectiveness of e-Health in imparting continuing medical education to general practitioners of rural areas of Sindh. Study Design: Prospective comparative study Place and Duration of study: Department of Path, Indus Medical College, Tando Muhammad Khan, Pakistan from Feb to Jul 2021. Methodology: General Practitioners of any age group gender and working experience, presently practising in rural areas of Sindh, attended all five e-Health Continuing Medical Education sessions organized by the Department of Pathology. Before each online session, pre-tests and post-tests were conducted on completing each of the five online sessions. Scores of all preand post-session tests were calculated for analysis for each participant. Results: One hundred participants were included in the study, of which the majority (73%) were male compared to their counterparts. There was a statistically significant difference (p

Medical Assistance in Dying (MAiD) is still considered an evolving practice in Canada. Practitioners are facing the challenge of staying up to date and hence need efficient continuing medical education (CME). A patient-partner has been recently invited as a keynote speaker to CME activities in Canada to share her perspectives and views about patient engagement in palliative care and MAiD practice, calling for compassion. To our knowledge, few data exist on patient-partners' contribution to CME on these topics. Based on that experience, we discuss different issues on patient engagement's contribution in such CME events and call for further research.

Background In Ireland and internationally, small-group learning (SGL) has been shown to be an effective way of delivering continuing medical education (CME) and changing clinical practice.Research Question This study sought to determine the benefits and limitations, as reported by Irish GPs, of the change of CME-SGL from face-to-face to online learning during COVID.Methods GPs were invited to participate via email through their respective CME tutors. The first of three rounds of a survey using the Delphi method gathered demographic information and asked GPs about the benefits and/or limitations of learning online in their established small groups. Subsequent rounds obtained a consensus opinion.Results Eighty-eight GPs across Ireland agreed to participate. Response rates varied from 62.5% to 72% in different rounds. These GPs reported that attending their established CME-SGL groups allowed them to discuss the practical implications of applying guidelines in COVID care into practice (92.7% consensus), reviewing new local services and comparing their practice with others (94% consensus); helping them feel less isolated (98% consensus). They reported that online meetings were less social (60% consensus), and informal learning that occurs before and after meetings did not take place (70% consensus). GPs would not like online learning to replace face-to face-CME-SGL after COVID (89% consensus).Conclusion GPs in established CME-SGL groups benefited from online learning as they could discuss how to adapt to rapidly changing guidelines while feeling supported and less isolated. They report that face-to-face meetings offer more opportunities for informal learning.

The New World Kirkpatrick (NWKM) four-level model is a new vision of the Kirkpatrick Model. NWKM adds new elements to recognize the complication of the educational program background and to evaluate the effectiveness of continuing education. This study used data collected from subjects, distributed to 393 participants enrolled in an acupuncture training program in Taiwan from 2010 to 2017, to explore the implication of NWKM for evaluating the effectiveness of continuing medical education and to discuss the connection and transition among the four levels of NWKM. Exploratory factor analysis was used to address that the items in the survey were grouped in different categories and mapped onto the four levels of the NWKM. Path analysis was used to describe the directed dependencies among the levels of NWKM. The results of path analysis showed that a positive relationship exists between any two levels, but direct effects can be observed only between two consecutive levels. It means that L4 outcomes can only be directly predicted by L3, but neither L1 nor L2. L4 is the ultimate outcome of evaluating the effectiveness of continuing education, but it is hard to achieve. This research concluded that L3 is the key to evaluate continuing medical education.

Background: To explore the needs of obstetricians and gynecologists (OB-GYNs) for training methods and contents, under China’s three-level diagnosis and treatment system. Methods: Epidemiological investigation was adopted, and network questionnaires were distributed in the largest academic training platform of obstetrics and gynecology in China, from April 2020 to May 2020. The investigation contents mainly included training methods and contents of continuing medical education (CME), as well as the mastery of diseases by doctors from hospitals at different levels of training. Results: The questionnaire received a total of 16,400 cumulative page views. 4458 questionnaires were collected in total, and 3954 questionnaires were included in the research. Doctors from hospitals at different levels chose the professional direction of gynecological endocrine diseases as the subject requiring the most strengthening of training, with ratios of 80.47%, 81.60% and 82.10%, respectively. Abnormal uterine bleeding (AUB) was the most desirable training content for doctors from primary, secondary, and other hospitals, while training of polycystic ovary syndrome (PCOS) was mostly needed by doctors from tertiary hospitals. According to the investigation, network education was the major training form favored by doctors, as well as a preferential way to acquire professional resources. The number of doctors selecting site meeting report only took up 4.70%. Based on the single-factor chi-square (χ2) analysis of the degree of mastery of 19 diseases, significant statistical differences were found among doctors from hospitals at each level, except for birth control (p < 0.001). After related factors were corrected, the multivariate regression analysis indicated that the degree of mastery of diseases was positively correlated to hospital levels. Conclusions: Doctors from hospitals at each level failed to effectively master gynecological endocrine diseases, and AUB, menopausal syndrome, and PCOS were confirmed as diseases for which the doctors had the greatest need of continuing education.

BackgroundThe developments in cosmetic sciences and technologies have generated a gap between the cosmetics and their users. Users including regular customers, clinicians, industry personnel, researchers, testing agencies, beauty salon workers, and mass media hardly possess the ability to distinguish truth from falsehood. The gap remained as one major reason for inappropriate cosmetics usage, insufficient efficacy, and even cosmetics adverse reactions (CARs).MethodsAiming at enhancing the relevant practitioners’ cosmetic and dermatologic sciences, we launched a cosmetic and dermatologic sciences continuing medical education (CME) since 2008. The objective of the current study was to evaluate the effectiveness of the CME. We summarized and analyzed the project for the last 15 years. Meanwhile, an online survey consisted of three parts was performed to evaluate the CME and to collect the trainees’ comments.ResultsA total of 3,923 trainees have participated in the CME project from 2008 to 2022. The trainees included clinicians, industry staffs, biomedical researchers, third-party cosmetics testing staffs, beauty salon staffs, students, and media staffs. The trainees had theory courses on cosmetic and dermatologic sciences, cosmetics DIY practice & video watching, and an optional guided tour during the 4.5-day CME. Eight hundred and twenty-three trainees and 586 control subjects responded to the online survey. The comprehensive test in the second part of the survey demonstrated that compared with the control group, the CME project significantly enhanced the trainees’ perception and knowledge regarding the cosmetics formula sciences, basic dermatologic sciences, cosmetics usage, noninvasive measurements, new advances, CARs, and laws (p = 0.000). Trainees of all occupations ranked “basic dermatologic sciences and skin diseases” as the most significant sections. Trainees of all occupations believed the CME has contributed most in “understand the function & efficacy of cosmetics.” We noticed the occupational variances. Over 97% of trainees were willing to recommend the CME to the others.ConclusionThe CME project significantly enhanced the trainees’ cosmetic and dermatologic sciences, which bridged the gap between cosmetics and public skin health. This multidisciplinary CME also contributed to establishing an interdisciplinary interaction and cooperation platform for the multiple occupations involved in the public skin health maintenance and promotion.

In order to maximise the learning potential of medical education programmes aimed at interdisciplinary or multidisciplinary teams, it is important to understand how the effectiveness of these programmes can vary between healthcare professionals from different specialities. Measuring the impact of educational activities between specialities may facilitate the development of future interdisciplinary and multidisciplinary education programmes, yielding enhanced learner outcomes and, ultimately, improving outcomes for patients. In this analysis, we report on a new approach to measuring change in knowledge and competence among learners from different physician specialities. We did this by tailoring post-activity competency assessments to three specialities – primary care physicians, pulmonologists and immunologists caring for patients with severe asthma. Our findings revealed that primary care physicians had markedly improved knowledge, measured using assessment questions, compared with the other specialities after completing the activity. We also report on differences between these specialities in intention to change clinical practice, confidence in clinical practice, and remaining educational gaps. Understanding how different members of the interdisciplinary team have benefited from an educational activity is essential for designing future educational activities and targeting resources. [ABSTRACT FROM AUTHOR]

In data analyses, pairing participant responses is often thought to yield the purest results. However, ensuring all participants answer all questions can be challenging. Concerns exist that pooling all responses together may diminish the robustness of a statistical analysis, but the practical insights may still exist. Data from a live, in-person, continuing education series for health professionals was analysed. For each topic, identical questions were asked prior to the educational content (pre), immediately following the content (post), and on a rolling 4 to 6 week follow-up survey (follow-up). For each educational topic, responses were matched by participant for a paired analysis and aggregated for a pooled analysis. A paired analysis was done for matched responses on pre vs post and pre vs follow-up questions. A pooled analysis was done for the aggregate responses on pre vs post and pre vs follow-up questions. Responses from 55 questions were included in the analysis. In both the paired and pooled pre vs post analyses, all questions yielded a statistically significant improvement in correct responses. In the paired pre vs follow-up analysis, 59% (n = 33) of questions demonstrated a statistically significant improvement in correct responses, compared to 62% (n = 35) in the pooled pre vs follow-up analysis. Paired and pooled data yielded similar results at the immediate post-content and follow-up time periods. [ABSTRACT FROM AUTHOR]

The study aimed to identify the evaluation models used in the evaluation of foreign studies for continuing medical education programs and the extent to which the levels of evaluation models are applied, and to know the tools used in these studies. To achieve the objectives of the study, the researchers used the descriptive research method. A Check list was built to analyze the content of foreign studies. This tool was applied to the content of studies aimed at the evaluation of continuing medical education programs, published electronically in the databases of (Emerald), (ProQuest), (Science Direct) and (Google Scholar), in addition to the (Journal of educational evaluation for health professionals) and BMC Magazine. The study concluded the following results: - Half of the analyzed studies used an evaluation model, while the rest of the studies did not use any evaluation model. - Of the studies that used a model, it was found that 14 studies (56%) employed the Krick-Patrick model, and six studies (24%) were built based on the CIPP model, in addition to a few studies that were based on other models. - The evaluation levels were quadruple according to the most widely used model, where 13 studies (52%) applied the Krick Patrick model fully with its four levels of evaluation, and one study contented itself with two levels: the evaluation of the trainees' reaction and the evaluation of learning, and 6 studies (24%) applied the levels of the CIPP model Entirely. - With regards to the evaluation tools used, it became clear that most of the studies used the questionnaire as a tool for evaluation, as they numbered 16 studies (32%), 8 studies (16%) used the questionnaire with another tool, and another 8 studies (16%) used different evaluation tools such as the test or Model design, control group, focus group, or a combination of more than one tool, while 18 studies (36%) were theoretical studies without using tools. - The studies used different scientific approaches, the most common of which was the survey-descriptive approach (38%), followed by the descriptive-analytical approach (14%) and the descriptive approach using case studies (4%). Other types of approaches appeared, such as the mixed method, inductive method, and experimental approach. (36%) of the studies were theoretical studies that did not mention the use of a specific approach. - 18 studies dealt with the theoretical aspects of evaluating continuing medical education programs and included 3 toolkits for evaluating continuing medical education programs. Two studies (4%) exceeded the evaluation level for improvement and development, while 25 studies (50%) were limited to diagnosing reality, and 5 studies (10%) were a systematic review of the literature published in the field in order to diagnose reality as well. [ABSTRACT FROM AUTHOR]

The article is devoted to the current state of continuing medical education for general practitioners in the city of Moscow and is based on a survey of general practitioners working in Moscow. Results demonstrate a lack of satisfaction with the organisation and content of training in its previous format, the absence of significant changes in the learning objectives following education reform and an ambiguous attitude towards this reform. The minimum continuing education requirements for general practitioners working in the city of Moscow were shown to consist of day release, short-term training, theoretical and practical orientation and the application of contemporary educational technologies. Conceptual approaches to the development of continuing medical education in the field of general medical practice in Moscow were formulated. These comprised organisation of training, setting of learning objectives, selection of forms and methods of training, determination of interactive training content, application of a competency-based approach and individualisation of the educational path.