影响继续医学教育项目培训效果的因素分析

继续医学教育项目培训是提高卫技人员业务素质、更新知识的途径之一。提高继续医学教育项目的培训效果是我们的重要任务，也是我们需要认真研究的课题。为此，我们对2004年继续医学教育项目的培训进行了调查分析，试图寻找影响继续医学教育项目培训效果的主要因素，为进一步提高培训质量提供依据。     

医院继续医学教育信息管理系统应用软件设计

通过计算机软件和网络技术,实现继续医学教育信息的完整准确采集、学分自动生成、信息数据自动统计和检索查询,转变继续医学教育管理模式。     

医院继续医学教育工作存在的问题与对策

继续医学教育是医学教育的重要组成部分,同时又是卫生人力资源开发的主要途径和重要手段。因此,有必要对目前继续医学教育开展中存在的问题进行探讨,以不断改革和完善继续医学教育的教学管理工作,提高认识、健全机构、完善制度、规范管理、保证质量、提高效益,促进继续医学教育工作的健康发展。     

军队基层卫生技术干部继续医学教育的问题与对策

本文从适应未来高技术条件下局部战争卫勤保障,现代医学科学突飞猛进发展以及现代医疗体制、医疗模式转变三方面入手,讨论了继续医学教育在基层部队卫生工作中所具有的重要作用。并针对实际情况,对在基层部队继续医学教育工作中存在的问题进行了剖析。进而提出并阐述了加强军队基层继续医学教育的实施策略——转变观念．深化做好基层继续医学教育工作的意识;进一步加强毕业后临床规范化培训;引进全科医学概念,结合军队基层卫生工作特点,制订军队基层继续医学教育培训大纲;调整基层卫生人才培训的经费投入;拓宽基层继续医学教育的途径;建立军队基层继续医学教育工作评估体系。从而使继续医学教育能更好地为基层部队卫生工作建设服务。     

做好继续医学教育的建议

本文提出现阶段我国继续医学教育仍然存在一些问题,如继续医学教育发展不平衡、继续医学教育重视不够、考核体制有待完善、少数项目质量不高等。解决对策是：创造条件,为基层卫生技术人员提供有效的继续医学教育;建立健全继续医学教育制度,完善配套政策,实施全员性在职教育：利用网络平台,使继续医学教育形式灵活多样,内容丰富多彩：加强继续医学教育信息交流,积极开展国际间交流与合作。     

做好继续医学教育的建议

本文提出现阶段我国继续医学教育仍然存在一些问题,如继续医学教育发展不平衡、继续医学教育重视不够、考核体制有待完善、少数项目质量不高等。解决对策是:创造条件,为基层卫生技术人员提供有效的继续医学教育;建立健全继续医学教育制度,完善配套政策,实施全员性在职教育;利用网络平台,使继续医学教育形式灵活多样,内容丰富多彩;加强继续医学教育信息交流,积极开展国际间交流与合作。     

浅谈创新基层医院继续医学教育管理新模式

本文通过对基层医院继续医学教育形式与任务、存在的问题与困难、创新内容与途径三方面进行分析。并对我院创新做法的实施进行探讨，寻求一条解决基层医院继续医学教育的途径。     

图书情报部门开展继续医学教育的途径及策略

图书情报部门是人们接受教育的一个重要阵地,理应成为继续医学教育的"园地"和"课堂".充分利用和发挥其资源优势,多途径地为广大医务人员提供多样、内容丰富的继续医学教育活动,使之成为知识学习、职业培训、终身教育、研究与开发的一个良好场所.笔者就新时期图书情报部门开展继续医学教育的途径及策略发表以下思考.     

基层单位做好继续医学教育工作的探讨

<正>继续教育是面向离开正规学校教育后的所有社会成员的教育与培训活动,是人们持续更新知识、拓展技能、提高素质和生活质量的重要途径,是终身学习体系的重要组成部分[1]。自1991年卫生部发布《继续医学教育暂行规定》起,继续医学教育真正进入了卫生技术人员的工作学习中。2001年国家卫生部、人事部发布《继续医学教育规定(试行)》,使继续医学教育进一步规范发展,明     

发挥高等医药院校优势加强继续医学教育

继续医学教育是贯彻科技是第一生产力,迎接新技术革命挑战,提高卫技人员素质,促进和支持卫生事业发展的一项重要对策。从“教育为经济建设服务”的要求出发,高等医药院校要发挥其师资队伍,人才资源、仪器设备、附属医院、图书资料及后勤等方面的优势,拓展功能,充当我国继续医学教育的主力军。开展继续医学教育时,一要按需施教;二要学用结合;三要讲求质量,同时要与社会各方联系协调,共同推进我国的继续医学教育工作。     

Continuing medical education: the paradigm is changing

With the realization that lifelong learning is more than attending conferences, the potential for greatly expanding effective continuing medical education (CME) has never been more encouraging. Databases from groups and individual managed care practices and advances in information technology are providing major opportunities toward this goal by identifying specific information deficits and promoting practice-linked education. The National Committee for Quality Assurance (NCQA) standards, requiring audited Health Plan Employer Data and Information Set (HEDIS) reports, are a step forward in the development of CME linked closely to practice. The optimal educational use of practice data to improve clinical outcomes will require research to determine the best methods. HEDIS standards will probably continue to deal with common problems of omission rather than with those caused by physicians' lack of knowledge, which will require other approaches. Development of these methods will provide rich opportunities for demonstration studies. The spectacular advances in information technology, especially the almost limitless capabilities of the Internet and electronic mail, offer boundless possibilities of information sources and enhanced communication among physicians about puzzling patients. The further implementation of the electronic medical record with computerized reminders and other clinical information delivered at the point of need will trigger major advances. An appealing user-friendly, practice-linked, and self-directed CME is on the horizon, promising to help the practicing physician optimize patient care.     

Women physicians are early adopters of on-line continuing medical education

INTRODUCTION: On-line continuing medical education (CME) provides advantages to physicians and to medical educators. Although practicing physicians increasingly use on-line CME to meet their educational needs, the overall use of on-line CME remains limited. There are few data to describe the physicians who use this new educational medium; yet, they clearly are the innovators and early adopters who will facilitate the growth of this educational technology. It would be useful to instructional designers and CME developers to better understand the characteristics of this influential group. METHODS: We studied the actual use of several different on-line CME programs within three different groups of physicians. The on-line programs were developed as part of research studies funded by the National Institutes of Health, with no relationship to commercial interests. They were presented to physicians using mass mailouts (two physician groups) or personal contact and were accompanied by incentives to reduce resistance to the new technology. We compared the characteristics of physicians who chose to use these on-line programs with demographic data from larger populations representing the groups from which these users originated. RESULTS: We found that physicians who used these on-line CME programs were younger than average and, importantly, more likely to be female than expected. This finding was consistent across different types of physician populations and different types of CME programs. DISCUSSION: Based on data reflecting actual use of on-line CME, younger physicians appear to be adopting on-line CME more rapidly than others, and women physicians appear to be adopting on-line CME at a faster rate than their male counterparts. This latter finding conflicts with the impression provided by some survey-based studies that male physicians are more likely than female physicians to use on-line CME. The data suggest that the growth of on-line CME is most likely occurring in diffusion networks dominated by relatively new medical school graduates and, possibly, women physicians. These results provide valuable insight to those who seek to develop and market on-line CME and those who seek to reach women physicians with CME programs.     

Congress 2000: a continuing medical education summit with implications for the future

The expectations of attendees, the evaluations of themes, and the implications for continuing medical education (CME) identified by "Congress 2000: A Continuing Medical Education Summit on the Practices, Opportunities and Priorities for the New Millennium" are reviewed. A vision was identified with significant opportunities for CME to become a more valuable partner in and contributor to quality health care. The vision suggests that CME should be linked more closely to physician learning at the point of care and that technology might be used more successfully to address physician-learner needs by helping them to manage volumes of evidence for treating patients more effectively. At the same time, health care outcome data to analyze the need for and measure the effectiveness of educational interventions should become integrated into standards of practice for CME providers. Continuous improvement based on research about effective learning processes and outcomes should become an essential construct of the CME culture. Implications are summarized for the profession, organizational CME providers, individual CME professionals, and CME research from this new vision of CME crafted at Congress 2000.     

Media richness and social information processing: rationale for multifocal continuing medical education activities

Academic business communication has studied the results of media selection in organizations. Little of this work has been discussed in the context of continuing medical education (CME); however, it may apply to improving the design of educational activities. This article reviews literature on media richness and social information processing theories. The concept of media richness suggests that media choice results from a match between the objective characteristics of the medium and the content requirements of a message. In this context, media include face-to-face conversation and print and electronic media. Social information processing theory suggests that media selection is also based on participants' social norms for how information is communicated in their environment and the participants' familiarity with specific media types. Appraisal of CME with respect to these theories suggests that the complex relationship of CME content and CME participant environments invites the most effective strategies of multiple media experienced over time in what might be called multifocal continuing medical education.     

Systems-based framework for continuing medical education and improvements in translating new knowledge into physicians' practices

Concerns about health care costs and quality are focusing increasing attention on physicians and their continuing medical education (CME). These concerns have produced several calls for "a new definition, " "a new vision, " "repositioning, " "reinventing, " and "transforming" CME. However, differences in conceptualizations and vocabularies have introduced appreciable confusion in recommending changes. This article uses a systems-based approach to describe and analyze the processes involved in translating new information into physicians' practices. The article (1) introduces a conceptual framework that links physician learning and performance to systems for information, education, implementation, and regulation in the context of the larger health care system; (2) uses the framework to identify concerns and opportunities for the major types of systems immediately relevant to CME; and (3) uses the framework to suggest broader implications for CME, including the nature of process for changing physicians' practices, needed improvements, priorities in performing research, and implications for CME professionals.     

A standardized approach to assessing physician expectations and perceptions of continuing medical education

INTRODUCTION: Rapidly expanding science and mandates for maintaining credentials place increasing demands on continuing medical education (CME) activities to provide information that is current and relevant to patient care. Quality may be seen as the perceived level of service measured against consumer expectations. Standard tools have not been developed to determine how well CME activities meet consumer expectations. METHODS: A widely used approach for evaluating perceptions of service quality in other fields, SERVQUAL, was adapted for CME by eliciting perspectives from physician consumers of CME and CME providers through nominal group techniques. These perspectives were used to develop a CMEQUAL evaluation survey instrument. Feasibility testing was conducted. Data were analyzed and items were tested for internal consistency. RESULTS: CME participants were individuals willing to complete items related to expectations before participation and perceptions after participation in a CME activity. Of the CME activity participants who provided CMEQUAL rating data for the study, 43% rated their overall perceptions of the CME activity below their overall expectations. CME activities most clearly met participant expectations in providing fair and balanced evidence-based content. Areas of lower priority for participants included opportunities for self-assessment, solving cases, and interactive learning. Two areas highly valued by participants but not adequately addressed by CME activities were (1) translating trial data to patient seen in practice and (2) addressing barriers to optimal patient management. DISCUSSION: Developing standards for evaluating physician perceptions of the quality of CME activities may assist CME providers in improving the effectiveness of CME activities in meeting physician learning needs.     

Epitaph for the Lone Ranger, MD: adapting continuing medical education to the twenty-first century

Continuing medical education (CME) is plagued by outdated ideas about how physicians should use information in treating their patients. To maintain relevance, CME programs must develop a new approach to teaching that acknowledges the realities of twenty-first century health care and offers physicians a better way to learn.     

A survey of physicians who care for older persons in Southwest China

Objective

The aim of this survey is to determine the main barriers of geriatric health care from the physicians’ point of view and compare the improvement before and after the Continue Medical Education (CME) provided by International Association of Gerontology and Geriatrics (IAGG).

Design

Cross-sectional survey.

Setting and Participants

Five hundred samples were generated using systematic random sampling from the address lists of physicians in Southwest China who had received the IAGG CME or been trained in Sichuan Association of Geriatrics (SAG) CME.

Measurements

The interview instrument examined demographics and information on geriatric education.

Results

Of the 500 physician sampled, 461(92.2 percent) responded. 34.3 percent of the respondents reported that over 70 percent of their patients were older persons. 76.8 percent of the respondents felt that they lacked geriatric knowledge. Only 15.6 percent of the respondents had geriatric curriculum before graduation, and 26.0 percent received geriatric trainings after graduation. Most physicians felt that “Language barrier” and “Insufficient geriatric education in undergraduate medical school and postgraduate education” were the main challenges in practicing geriatric medicine. Geriatric training and knowledge are inadequate due to the lack of geriatric curriculums in medical schools and CME for physicians who practice geriatrics. With the help of IAGG, CME in Southwest China provided more workshops on geriatric progress in year 2011 than in year 2007–2010. Eighty percent of the physicians acknowledged that the IAGG CME was helpful for their clinical practice. The physicians paid more attention to geriatric syndromes rather than age-related pathophysiology alone.

Conclusion

CME provided by geriatric associations is helpful. Collaboration between different geriatric societies such as IAGG and SAG may be a good model for spreading geriatric knowledge and should be considered by medical educational administration.