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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]

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]

BackgroundRecent calls for reform in healthcare training emphasize using competency-based curricula and information technology-empowered learning. Continuing Medical Education programs are essential in maintaining physician accreditation. Haitian physicians have expressed a lack access to these activities. The Haiti Medical Education Project works in alliance with Haitian medical leadership, faculty and students to support the Country's medical education system. We present the creation, delivery and evaluation of a competency-based continuing medical education curriculum for physicians in rural Haiti.MethodsReal time lectures from local and international institutions were teleconferenced to physicians in remote Haitian sites using VidyoConferencing™ technology. With American Academy of Family Physicians (AAFP) and College of Family Physicians Canada (CFPC) guidelines as references, a competency-derived syllabus was created for a Haitian continuing medical education program. The resulting educational goals were reviewed by a committee of Haitian and North American physician/medical education practitioners to reflect local needs. All authors reviewed lectures and then conferred to establish agreement on competencies presented for each lecture.ResultsSixty-seven lectures were delivered. Human immunodeficiency virus/Acquired Immunodeficiency Syndrome, ophthalmologic, infectious diseases, renal and endocrine competencies were well-represented, with more than 50 % of the joint AAFP and CFPC recommended competencies outlined. Areas under-represented included allergy and immunology, cardiology, surgery, pain management, gastroenterology, neurology, pulmonology, men's health and rheumatology; these topics accounted for less than 25 % of AAFP/CFPC recommended competencies. Areas not covered included geriatrics, nutrition, occupational health and women's health. Within practice-based lectures, only disaster medicine, health promotion and information management were included, but only partially covered.ConclusionsWe identified teaching goals covered and competencies that were missing from a CME program for rural Haitian physicians. We aim to use this analysis to provide a competency-based CME lecture series that proportionally meets local needs while following recommendations of recognized national family medicine organizations.

The Division of Evidence Based Medicine (dEBM), part of the Clinic for Dermatology, Venerology and Allergology, Charité - University Hospital Berlin, offers on a regular basis workshops focusing on different areas of aesthetic medicine. This year in cooperation with the Institute of Anatomy a joint course was designed and conducted. The course focused on the treatment with hyaluronic acids of different particle size for a new indication, hand augmentation. Fourteen physicians participated in this course. The evaluation of the course ranged between very good and good.

ImportanceNew dissemination methods are needed to engage physicians in evidence-based continuing medical education (CME).ObjectiveTo examine the effectiveness of social media in engaging physicians in non-industry-sponsored CME.DesignWe tested the effect of different media platforms (e-mail, Facebook, paid Facebook and Twitter), CME topics, and different "hooks" (e.g., Q&A, clinical pearl and best evidence) on driving clicks to a landing site featuring non-industry sponsored CME. We modelled the effects of social media platform, CME topic, and hook using negative binomial regression on clicks to a single landing site. We used clicks to landing site adjusted for exposure and message number to calculate rate ratios. To understand how physicians interact with CME content on social media, we also conducted interviews with 10 physicians.SettingThe National Physicians Alliance (NPA) membership.ParticipantsNPA e-mail recipients, Facebook followers and friends, and Twitter followers.Main outcomes and measuresClicks to the NPA's CME landing site.ResultsOn average, 4,544 recipients received each message. Messages generated a total of 592 clicks to the landing site, for a rate of 5.4 clicks per 1000 recipients exposed. There were 5.4 clicks from e-mail, 11.9 clicks from Facebook, 5.5 clicks from paid Facebook, and 6.9 clicks from Twitter to the landing site for 1000 physicians exposed to each of 4 selected CME modules. A Facebook post generated 2.3x as many clicks to the landing site as did an e-mail after controlling for participant exposure, hook type and CME topic (p

This study evaluated the impact of a continuing medical education (CME) program that emphasized actionable information, motivation to act, and skills to strengthen physician recommendations for seasonal influenza vaccination in children 6 through 23 months of age for whom influenza immunization rates are suboptimal. Physicians were randomly assigned to an accredited CME program or to no CME. Participants completed pre- and post-study questionnaires. Influenza immunization rates were compared between groups. A total of 33 physicians in the CME group and 35 in the control group documented 292 and 322 healthy baby visits, respectively. Significantly more parents immunized their children against influenza after interacting with CME-trained physicians than those with no CME training (52.9% vs. 40.7%; p = 0.007). The odds ratio for vaccination after visits with CME-trained physicians was 1.52 (95% confidence interval 1.09 to 2.12; p = 0.014), which was unaffected by the socioeconomic status of parents. Parents who discussed influenza vaccination with CME-trained physicians were 20% more likely to choose an approved but publicly unfunded adjuvanted pediatric influenza vaccine. The percentages of physicians reporting the highest levels of knowledge, ability, and confidence doubled or tripled after the CME intervention. Significantly more parents immunized very young children after interacting with physicians who had undergone CME training.

Introduction: The aim of this study was to identify the educational needs of General Physicians working in the health centers of Tabriz in 2014. Methods: The study method was descriptive. The statistical population was 2,024. Of the population of the study, 322 physicians were randomly selected. In order to gather the data, the Delphi method and a researcher-made questionnaire were used in 14 domains of medicine, including: Communicable and Infectious Diseases, Non-communicable Diseases, Health Education, Mental and Social Health, Dental and Oral Health, Medical Procedures, Population and Family, Nutritional Health, Occupational Health, Environmental Health, Complementary Procedures, Health Crisis and Disasters, Laboratory and Drugs, and Alternative Medicine. The validity of the study was confirmed with the viewpoint of the Delphi team and the reliability was confirmed with the Alpha Cronbach (r = 0.84). For data analysis, we used descriptive statistic methods like frequency, percentage and mean, and the Friedman ranking test (calculated using SPSS v. 21). Results: The results showed that the first-ranked educational needs of every domain were the following (in order of domain listed above): respiratory infection, hypertension, healthy lifestyle, stress management, dental growth and care in children, raising hope and pleasure, weight and nutritional control, occupational health and safety, water hygiene, cardiopulmonary resuscitation, therapeutic exercises, natural disasters’ primary cares, rational use of drugs and traditional medicine.Conclusion: The first domain receiving the first rank of educational needs was non-communicable diseases, and the conformity range of implemented plans in continuing medical education with need assessment results was 53.84%.

Telementoring is a valuable workforce development resource that connects subject matter experts with healthcare providers via videoconferencing. This technology can deliver training, education, and ongoing technical support to build workforce capacity. Arizona State University (ASU) has leveraged a widely used telementoring platform, Project ECHO, to disseminate best practices in palliative medicine. The model has increased clinician knowledge and confidence, and the learning network may provide protective factors for clinician wellness. The replicable and inclusive nature of telementoring platforms creates educational opportunities to align learners across the didactic and clinical years of medical training, as well as into early- and midcareer for physician associates/assistants (PAs). Telementoring programs can be used across the PA learning continuum, including in PA training programs. [ABSTRACT FROM AUTHOR]

BACKGROUND AND OBJECTIVE: According to rapid changes in needs of the societies, application of new educational methods is a necessity. The aim of this study was comparing the lecture and E-learning training methods on knowledge of nurses participating in continuing medical education (CME) programs. Methods: In this quasi experimental study, 40 nurses who participated in CME course, randomly were assigned to the lecture and E-learning groups. Questionnaire had two parts: 1- demographic variables 2- 20 multiple choice questions. Data were gathered at before and 2 weeks after the education. Data were analyzed by version 13 of SPSS software. Finding: Results showed that there were no significant differences in demographic variables and knowledge scores between two groups before education. There was no significant difference between two groups after the education in knowledge score (p=0.082(. Based on the results, there was a significant difference before and after the education in two groups in terms of their knowledge score. Conclusion: According to the results, E- learning and lecture have equal outputs in knowledge, therefore we suggest that electronic training methods should be performed more in continuing education courses.

This study evaluated the impact of a continuing medical education (CME) program that emphasized actionable information, motivation to act, and skills to strengthen physician recommendations for seasonal influenza vaccination in children 6 through 23 months of age for whom influenza immunization rates are suboptimal. Physicians were randomly assigned to an accredited CME program or to no CME. Participants completed pre- and post-study questionnaires. Influenza immunization rates were compared between groups. A total of 33 physicians in the CME group and 35 in the control group documented 292 and 322 healthy baby visits, respectively. Significantly more parents immunized their children against influenza after interacting with CME-trained physicians than those with no CME training (52.9% vs. 40.7%; p = 0.007). The odds ratio for vaccination after visits with CME-trained physicians was 1.52 (95% confidence interval 1.09 to 2.12; p = 0.014), which was unaffected by the socioeconomic status of parents. Parents who discussed influenza vaccination with CME-trained physicians were 20% more likely to choose an approved but publicly unfunded adjuvanted pediatric influenza vaccine. The percentages of physicians reporting the highest levels of knowledge, ability, and confidence doubled or tripled after the CME intervention. Significantly more parents immunized very young children after interacting with physicians who had undergone CME training. [ABSTRACT FROM AUTHOR]

The field of clinical research continues to advance, and for ethical conduct of research, researchers need to have a strong foundation in good clinical practice (GCP). GCP guidelines are internationally recognized standards that govern the conduct of clinical trials, ensuring the protection of human subjects and the generation of reliable data. However, novice researchers or postgraduate medical students who would delve into research activities may face difficulty getting avenues for GCP training. Hence, in this brief review article, we discuss the significance of GCP in the field of clinical research with a glimpse of its history, development, and key principles. We provide a list of online courses, benefits, and disadvantages of those courses, and a list of organizations that conduct GCP workshops or continued medical education programs in India. [ABSTRACT FROM AUTHOR]

Introduction: Physicians are often challenged with accessing relevant up-to-date arthritis information to enable the delivery of optimal care. An online continuing medical education programme to disseminate arthritis clinical practice guidelines [...]

Background: Studies on the efficacy of adaptive e-learning in dentistry are limited. This study aimed to compare the efficacy of linear and adaptive electronic continuing medical education (CME) courses about dental bleaching. Methods: This quasi-experimental study using a post-test control group design evaluated the efficacy of an electronic CME course on dental bleaching offered to 60 dentists who were non-randomly allocated in two linear and adaptive groups (n=30). One training session was held for participants of both the intervention and the control groups. At the end of the course, the learners participated in a post-test and completed a satisfaction questionnaire. SPSS 23 was used to analyze the results. An independent t test was used to assess the effect of type of intervention on the outcome of education, and Pearson’s chi-square test was applied to assess the effect of the intervention on participants’ satisfaction. Results: The mean post-test scores of participants were 6.33±1.47 for the linear group and 6.40±2.31 for the adaptive group. The mean satisfaction scores of participants were 4.02±0.53 for the linear group and 4.15±0.42 for the adaptive group. According to an independent t-test, the two groups were not significantly different in terms of post-test score (P=0.7) or level of satisfaction (P=0.2). Conclusion: The adaptive approach has considerable advantages and comparable efficacy to the linear method in terms of post-test score and self-reported knowledge and satisfaction of participants. Thus, this method of education may be as effective as the linear method for instruction in dental bleaching. The use of an adaptive approach is therefore recommended in educational curricula.

Background & Objective: Education is one of the fundamental pillars for developing capabilities skills and competencies in the society Comparing elearning and traditional teaching methods help teachers and educational stakeholders in designing developing and implementing appropriate learning courses for learners The purpose of this study was to compare lecturebased and elearning methods effects on learning and motivating physicians on the topic of acute respiratory failure using models strategies and techniques of instructional design Methods: In a quasiexperimental study 60 general physicians selected by available sampling were divided into two equal groups (n = 30) based on the two instructional methods Learning content in the control group was based on the compiled programs of Continuing Medical Education and in the elearning group it was based on the same programs with integration of the instructional design models Data were collected in pretest posttest using motivation assessing questionnaire using Merrill and Reigeluth models Results : There was no significant difference between pretest and posttest scores of participants (P > 005) But after educational programs the motivation of physicians in control group (1261 ± 397) was significantly (P < 005) less than experimental group (14383 ± 545) Conclusion: The results of this study showed a significant increase in participants motivation after using electronic medical continuing education