悉尼大学DCH项目对儿科医学继续教育工作的启示

<正>2009年,笔者有幸参加了悉尼大学儿童医院为期1年的DCH(Diploma in Child Health,儿童健康文凭)继续教育项目培训,从学习中得到以下几点对目前儿科继续教育工作的启迪,供有兴趣的同行们参考。     

《中华儿科杂志》继续教育项目活动通知

为了开阔广大医务工作者的学术视野，提高临床诊治水平，《中华儿科杂志》编委会于2007年继续开展“继续教育”栏目。具体方案如下。     

《中华儿科杂志》继续教育项目活动通知

为了开阔广大医务工作者的学术视野,提高临床诊治水平,《中华儿科杂志》编委会2006年开展“继续教育”栏目。具体方案如下:1.试题来源:2006年,《中华儿科杂志》第1~10期上,每期结合“继续教育”、“述评”、“专论”、“综述”、“标准.方案.指南”栏目的内容,刊出相关试题5~10道。2.学费:包括注册、学籍管理、评分,证书等费用,共计人民币100元/人。3.参与方式:参与者将全部(10期)试题答案、个人资料及100元学费,在有效期内同时寄至《中华儿科杂志》编辑部(地址:北京市东四西大街42号,邮政编码:100710,联系人:覃明博,联系电话:010-85158220)…     

第二届全国儿科支气管镜学术论坛暨继续教育学习班会议纪要

第二届全国儿科支气管镜学术论坛暨继续教育学习班会议于2008年4月11-14日在重庆市召开,本次会议由中华医学会儿科学分会呼吸学组支气管镜协作组主办,重庆医科大学附属儿童医院承办.全国各地包括香港、台湾从事支气管镜术研究的专家和相关代表以及来自美国的专家,共计150余人参加了会议,呼吸学组杨永弘组长莅会并致辞,会议内容涵盖呼吸科、耳鼻咽喉科、肿瘤科等多个临床学科及相关基础专业,正式会议前召开了全国儿科支气管镜协作组全体会议,总结协作组的工作,制定了今后发展方向及计划.     

Integrating improvement competencies into residency education: a pilot project from a pediatric continuity clinic.

OBJECTIVE: The Accreditation Council for Graduate Medical Education (ACGME) requires residents to attain 6 core competencies. This article describes a model for integrating 2 of these competencies (practice-based learning and improvement and systems-based practice) into residency education and assesses the clinical outcomes achieved for patients. STUDY DESIGN: An observational study with before-after comparisons. INTERVENTION: Pediatric faculty facilitated multidisciplinary improvement team meetings (which included 8 residents) and implemented an established improvement model to improve the selected clinical condition (immunizations). MAIN OUTCOME MEASURES: The proportion of consecutive children who were up-to-date on DTP, polio, MMR, HIB, and hepatitis B vaccines by 24 months of age. RESULTS: The residents' improvement team successfully implemented 5 changes in the clinic process, which coincided with an increase in immunization rates for 2-year-olds during the 1-year study period. Clinic immunization rates increased from 60% at baseline to 86% at follow-up (P =.04). CONCLUSION: This study suggests that it is feasible to integrate practice-based learning and improvement and systems-based practice into residency education while providing a valuable learning experience for residents and improving patient outcomes.     

Effective continuing medical education: A challenge for the future

This report will discuss the history of continuing medical education (CME), its goals, the process of CME accreditation, and the varying requirements by state for licensure and re-certification. The different types and formats of CME will be described, as well as the means of assessing the effectiveness of CME programs. After a discussion of the overall utility of CME, and its effects on participant knowledge, behaviors, and changes in patients' health outcomes, we will look specifically at different theories of adult learning, and whether or not these principles of effective education are being incorporated into the design of CME programs. Finally, we will explore the new directions for CME, and the challenges that educators and course organizers need to face when designing educational programs for physicians in a health care system that is constantly, and rapidly, changing.     

Physician graduate and continuing education from the viewpoint of new legal requirements]

Continuing and specialist education are inseparably linked to professional activities. The changes and especially the new legal aspects that have arisen since the GDR joined the FRG, are described.