Continuing medical education: Quality issues in continuing medical education

Holm, Hans Asbjørn

doi:10.1136/bmj.316.7131.621

Cited by 83 publications

(65 citation statements)

References 14 publications

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“…It is, therefore, important that our methods of assessment of competence and performance are evidence-based and promote self-directed learning. 15 This study clearly demonstrated areas of defi cient knowledge both prior to and following the course. This will help in future course planning and adoption of appropriate educational strategies, if the resources allow.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of dental postgraduate courses – are we doing the right thing?

et al. 2006

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Objective To evaluate the effectiveness of dental postgraduate one-day courses in radiation protection in Wales. Design Analysis of dentists' performance pre-and immediately post-course training. Subjects and methods Two hundred and eighty-fi ve general dental practitioners took part in eight courses. Identical, validated multiple choice questionnaires were completed anonymously at the start and at the end of each course. Fifty (+62.5%) or above was regarded as a satisfactory standard. Two hundred and fi fty-three (89%) paired morningafternoon records were completed and analysed. Data was compared to that of similar courses fi ve years earlier.Results The mean (SD) pre-and post-course percentage scores were 33.8 (13.5) and 63.6 (14.6). The mean improvement was 29.8 percentage points (SD 11.7). The pre-post correlation was +0.66. At baseline only six (2.4%) of the 253 practitioners achieved the preset standard. After the course, 146 (57.7%) did so, an improvement of 55.3% (95% CI 48.9-61.3%). The fi nal score and score gain were slightly higher in more recent graduates. The increase in proportion attaining the standard following training was 11.9% higher for IRMER than for POPUMET (p <0.001). Conclusion The level of knowledge in radiation protection was very low at baseline. Whilst attending the approved course led to considerable improvement, it did not invariably result in a satisfactory level of knowledge in fundamental radiation physics and regulations. The prescribed standard was achieved by less than 60% of the attendees. The IRMER course was signifi cantly more effective than its POPUMET predecessor.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of dental postgraduate courses – are we doing the right thing?

et al. 2006

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“…Recognizing the importance of lifelong learning in medicine, specialty boards and licensing agencies began requiring education beyond what was acquired in residency training in order for practicing physicians to maintain credentials and licensure (Holm, 1998;Manning & Petit, 1987). Continuing medical education (CME) was viewed by physicians and accrediting boards as a way to create opportunities for physicians to engage in lifelong learning.…”

Section: Introductionmentioning

confidence: 99%

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Juve¹,

Katrina²

2000

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The science and technology of medicine is evolving and changing at a fast pace.With these rapid advances, it is paramount that physicians maintain a level of medical knowledge that is current and relevant to their practice in order to address the challenges of patient care and safety. One way physicians can maintain a level of medical knowledge that is current and relevant to their practice is through self-directed, lifelong learning, however little is known about how to develop these traits during clinical training. Schön (1983Schön ( , 1987 theorized that one way learners can become self-directed, lifelong learners is through reflective practice.This study utilized an experimental design and employed quantitative methods to investigate the effects of a reflective practice exercise, based on Gibbs' (1988) model of reflection, on readiness for self-directed learning as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA).A total of 51 anesthesiology residents training in three residency programs in the United States participated in this study. A follow-up survey was administered to all study participants to determine if participation in the reflective exercises affected future engagement in or attitudes about reflective practice.While the data analysis showed that participation in reflective practice did not affect readiness for self-directed learning in these study participants, this study has implications for medical education. Responses to the follow-up survey indicated that participants plan to engage in reflective practice in the future and that participating in Thank you for inspiring me, encouraging me and helping me to be the person I am today.

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“…5,6 Holm, 15 however, suggested that medical practitioners do not routinely identify their own weaknesses, and tend to apply for courses they would like to attend, rather than need to attend.…”

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Personal learning plans for general dental practitioners, a Scottish experience. Part 1

Walker

Carrotte

Dodd³

et al. 2003

Br Dent J

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Continuing medical education: Quality issues in continuing medical education

Cited by 83 publications

References 14 publications

The effectiveness of dental postgraduate courses – are we doing the right thing?

The effectiveness of dental postgraduate courses – are we doing the right thing?

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Personal learning plans for general dental practitioners, a Scottish experience. Part 1

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