The Journal of continuing education in the health professions
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J Contin Educ Health Prof · Jan 2011
Teaching tobacco cessation skills to Uruguayan physicians using information and communication technologies.
Since 2004, with the ratification of the Framework Convention on Tobacco Control, Uruguay has implemented a wide range of legal restrictions designed to reduce the devastating impacts of tobacco. This legal process generated an increase in demand for tobacco cessation treatment, which led to the need to train a large number of physicians. Information and Communication Technologies (ICTs) are evolving constantly, creating new opportunities to make online education more interactive. The evolution of ICTs presents an opportunity to develop innovative continuing medical education (CME) experiences to meet the increasing demand for this topic. ⋯ The need to train physicians on tobacco cessation skills can be addressed via ICTs and educational activities that include participant interaction.
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J Contin Educ Health Prof · Jan 2010
Aging and cognitive performance: challenges and implications for physicians practicing in the 21st century.
The demands of physician practice are growing. Some specialties face critical shortages and a significant percentage of physicians are aging. To improve health care it is paramount to understand and address challenges, including cognitive issues, facing aging physicians. ⋯ In particular, we discuss the possible effects of aging through the lens of situated cognition theory, and we outline the potential impact of aging on expertise, information processing, neurobiology, intelligence, and self-regulated learning. We believe that work done in related fields can provide a better understanding of physician aging and cognition, and thus can inform more effective approaches to continuous professional development and lifelong learning in medicine. We conclude with implications for the health care system and areas of future research.
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J Contin Educ Health Prof · Jan 2010
Infrastructure for large-scale quality-improvement projects: early lessons from North Carolina Improving Performance in Practice.
Little is known regarding how to accomplish large-scale health care improvement. Our goal is to improve the quality of chronic disease care in all primary care practices throughout North Carolina. ⋯ Large-scale health care quality improvement is feasible, when broadly supported by statewide leadership and community infrastructure. Practice-collected data and lack of a control group are limitations of the study design. Future priorities include maintaining improved sustainability for practices and communities. Our long-term goal is to transform all 2000 primary-care practices in our state.
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J Contin Educ Health Prof · Jan 2010
Exploratory evaluation of surgical skills mentorship program design and outcomes.
There are few opportunities for mentorship of practicing surgeons and no evidence to guide the design of such programs. This study explored outcomes and barriers associated with the design of surgical mentorship programs. ⋯ Several beneficial outcomes appear to be associated with mentorship, but longitudinal evaluation is required. Telementoring and train-the-trainer models may promote participation in surgical mentorship. Participants suggested that technical training be integrated within pre- and postmentorship education and follow-up. Such programs can only be implemented if issues of sponsorship and funding are addressed.
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J Contin Educ Health Prof · Jan 2010
Physicians reentering clinical practice: characteristics and clinical abilities.
Limited information exists to describe physicians who return to practice after absences from patient care. The Center for Personalized Education for Physicians (CPEP) is an independent, not-for-profit organization that provides clinical competency assessment and educational programs for physicians, including those reentering practice. This article studies the medical licensure status, performance, and correlates between physician characteristics and performance on initial assessment. ⋯ Physicians who leave practice are a heterogeneous group. Most participants' performance warranted some formal education; few demonstrated global educational needs. The data from this study justify mandates that physicians demonstrate competence through an objective testing process prior to returning to practice. Emerging patterns regarding the performance of the reentering physician may help guide future policy.