Column Co-Editors: Joseph Szot, MD and Craig Campbell, MD
A prospective randomized study to compare standard versus intensive training strategies on long-term improvement in critical care ultrasonography proficiency.
This article studied the impact of two approaches to the acquisition of critical care ultrasound skills by Critical Care Fellows. The lack of any impact of 8 additional hours of training raises important questions regarding which skills require more longitudinal training to reach acceptable levels of competence.
Suzuki R, Kanai M, Oya K, Harada Y, Horie R, Sekiguchi H.
BMC Med Educ. 2022 Oct 24;22(1):732. doi: 10.1186/s12909-022-03780-2.
PMID: 36280812 Free PMC article. Clinical Trial.
Self-assessment: With all its limitations, why are we still measuring and teaching it? Lessons from a scoping review.
Yates N, Gough S, Brazil V.
This scoping review summarizes the educational research literature’s misuse of using the ability to self-assess as a valid measure of learning or that self-reported improvements in knowledge or skill development provides evidence of the efficacy of a program or intervention. This review will challenge the use of self-report of learning as a valid measure of learning or improvement in continuing professional development.
Med Teach. 2022 Nov;44(11):1296-1302. doi: 10.1080/0142159X.2022.2093704. Epub 2022 Jul 4.
PMID: 35786121 Review.
Continuing professional development challenges in a rural setting: A mixed-methods study.
This mixed-methods exploratory study explores the multiple barriers that health professionals face to participating in CPD activities in a rural health context. The article highlights the diversity of barriers and the importance of context-specific and active learning strategies in areas of inter-professional education, teamwork, and communication. This article will inform efforts to strengthen CPD in rural contexts
Campos-Zamora M, Gilbert H, Esparza-Perez RI, Sanchez-Mendiola M, Gardner R, Richards JB, Lumbreras-Marquez MI, Dobiesz VA.
Perspect Med Educ. 2022 Oct;11(5):273-280. doi: 10.1007/s40037-022-00718-8. Epub 2022 Aug 9.
PMID: 35943696 Free PMC article.
Simulation-Based Training for Ultrasound-Guided Central Venous Catheter Placement in Pediatric Patients.
This article explores the impact of a standardized procedural skill training program for central venous catheter insertion in pediatric patients. The inclusion of simulation based training with prework assignments and group activities increased knowledge, skill and confidence. The article discusses the need to evaluate the timing and frequency of maintenance training.
Good RJ, Mashburn D, Jekich E, Miller K, Leroue MK, Woods J, Czaja AS.
MedEdPORTAL. 2022 Sep 27;18:11276. doi: 10.15766/mep_2374-8265.11276. eCollection 2022.
PMID: 36249594 Free PMC article.
Barriers and Facilitators to the Implementation and Adoption of a Continuous Quality Improvement Program in Surgery: A Case Study.
ElChamaa R, Seely AJE, Jeong D, Kitto S.
Using Everett Rogers diffusion of innovations framework, this article identified multiple barriers and facilitators to surgeon’s engagement and update of a date-driven performance measurement and feedback system in surgery. Positive deviance seminars played an influential role as a quality improvement and patient safety mechanism
J Contin Educ Health Prof. 2022 Oct 10. doi: 10.1097/CEH.0000000000000461. Online ahead of print.
PMID: 36215702
Costs of Physician Continuous Professional Development: A Systematic Review.
Cook DA, Wilkinson JM, Foo J. This systematic review enumerated the costs for 86 discrete training interventions or instructional modalities. Faculty time was the most frequently identified component to the costs of CPD and requires greater prioritization compared to the relative costs of instructional modalities. The method of reporting of cost valuations in CPD merit improvement.
Acad Med. 2022 Oct 1;97(10):1554-1563. doi: 10.1097/ACM.0000000000004805. Epub 2022 Jul 6.
PMID: 35830262
A comparison of patient appraisal of professional skills for GPs in training participating in differing education programs.
Narayanan A, Vayro C, Greco M, Hanson D, Hanson J, Spike N, Giddings P, Mitchell B, Stewart R.
In this study feedback was collected from patients at the end of their consultation with their doctor. A 13 item questionnaire was used to rate their experience. The feedback was obtained from doctors going through the Royal College of Australian College of General Practice Experience Program, and the Australian Practice Training Program the former being intended primarily for international medical graduates and overseas trained doctors and the latter graduates from local medical schools. There was a small but statistically significant difference between doctor groups reported in this preliminary study. Areas identified included interpersonal communication skills and caring and empathy.
BMC Med Educ. 2022 Sep 10;22(1):669. doi: 10.1186/s12909-022-03733-9.
PMID: 36085053 Free PMC article.
Faculty Experiences Related to Career Advancement and Success in Academic Medicine.
Han H, Korte R, Prakash V, Hingle ST.
This study evaluated the complex topic of faculty career success in academic medicine. Using Bourdieu’s theory of practice they analyzed relationships among individuals, positions and environment. They concluded complex poser structures influence faculty career successes. Unequal access and differential power among faculty positions resulted in disparities in career advancement.
Teach Learn Med. 2022 Sep 6:1-13. doi: 10.1080/10401334.2022.2104851. Online ahead of print.
PMID: 36068727
Economic evaluation of CPD activities for healthcare professionals: A scoping review.
Orlik W, Aleo G, Kearns T, Briody J, Wray J, Mahon P, Gazić M, Radoš N, García Vivar C, Lillo Crespo M, Fitzgerald C.
This study is a review of the research evidence on economic evaluations of CPD activities for healthcare professionals. Of the 119 articles included for this scoping review the majority were partial evaluations of CPD programs. Patient outcomes were the most common reported outcome followed by changes in clinical practice and knowledge gained. The majority of the studies included in this review did not provide detailed information on on the valution and focused on exclusively on the cost rather than the outcomes.
Med Educ. 2022 Oct;56(10):972-982. doi: 10.1111/medu.14813. Epub 2022 Apr 29.
PMID: 35451106 Review.
Reimagining Faculty Development Deployment: A Multipronged, Pragmatic Approach to Improve Engagement.
Dyrbye LN, Bergene AL, Leep Hunderfund AN, Billings HA.
In this study the authors evaluate a five-pronged approach to improve faculty engagement in faculty development. Preliminary feedback suggests faculty and educational leaders are highly satisfied with the resources and approaches to engagement.
Acad Med. 2022 Sep 1;97(9):1322-1330. doi: 10.1097/ACM.0000000000004688. Epub 2022 Apr 26.
PMID: 35442909
Meeting the needs of clinician-educators: An innovative faculty development community of practice.
Bunin JL, Servey JT.
With increasing needs of faculty development for clinician educators this study evaluated the development of a Community of Practice (CoP) to meet these needs. The program was evaluated looking at two elements. The impact on the organization and the impact of the CoP on its members. It was found that high quality workshops to the faculty were delivered, attainment of leadership positions, increased motivation, confidence, networking skills and increased opportunities to members. The development of a CoP is beneficial to its members and the organization and could may be a solution to academic medical centers.
Clin Teach. 2022 Oct;19(5):e13517. doi: 10.1111/tct.13517. Epub 2022 Jul 25.
PMID: 35879054
Balancing the effectiveness and cost of online education: A preliminary realist economic evaluation.
Rees CE, Nguyen VNB, Foo J, Edouard V, Maloney S, Palermo C.
This study evaluates the cost effectiveness and how synchronous online supervision training workshops might work and in what contexts. Preliminary realists economic evaluations including qualitative and quantitative approaches were used. A cost optimized model based on identified costs and cost sensitive mechanisms was used. It illustrated how online workshops cost compare favorably to face to face alternatives.
Med Teach. 2022 Sep;44(9):977-985. doi: 10.1080/0142159X.2022.2051463. Epub 2022 Apr 6.
PMID: 35382670
Learning needs assessments in continuing professional development: A scoping review.
Al-Ismail MS, Naseralallah LM, Hussain TA, Stewart D, Alkhiyami D, Abu Rasheed HM, Daud A, Pallivalapila A, Nazar Z.
This scoping review was done to collate, summarize and categorize Learning Needs Assessments (LNA) that have been adopted to inform CPD in healthcare. The majority of the studies were quantitative in the form of self-assessment surveys. Much fewer use mixed methods approaches.
Med Teach. 2022 Sep 30:1-9. doi: 10.1080/0142159X.2022.2126756. Online ahead of print.
PMID: 36179760
Craig Campbell, MD is Director of Curriculum, Faculty of Medicine, University of Ottawa, Canada.
Joseph Szot, MD is Associate Dean for CME and Integrative Education, University of Iowa Carver College of Medicine, Iowa, US.
