Continuing professional development and Irish hospital doctors: a survey of current use and future needs

Maher, Bridget; Faruqui, Adnan; Horgan, Mary; Bergin, Colm; Tuathaigh, C O’; Bennett, Deirdre

doi:10.7861/clinmedicine.17-4-307

Cited by 25 publications

(31 citation statements)

References 23 publications

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“…The literature indicates that doctors want CPD activities that are relevant to their practice. 20–23 They value CPD activities that involve small group learning processes 13,16,22 and use such groups for updating knowledge and reviewing the links between ‘evidence’ and practice. 12,16,20,24–26 Peer interaction allows an exchange of experiences with engaged colleagues for learning, support and inspiration.…”

Section: Resultsmentioning

confidence: 99%

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Where do Peer Review Groups fit in the international Continuing Professional Development literature?

Karageorge

Lancaster²,

Prager³

et al. 2019

Australas Psychiatry

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Objectives: To describe what is reported in the Continuing Professional Development (CPD) literature on small group learning formats in medicine, including the Royal Australian and New Zealand College of Psychiatrists (RANZCP) CPD Peer Review Groups (PRGs). Method: A literature review of international peer-reviewed publications in relation to the use of small group learning formats for CPD in medicine. Results: Small groups are commonly used as a learning format in medical CPD, primarily in general practice, but are little researched. Such groups take differing forms and they are valued by participants for a range of purposes, having effects on professionalism, clinical performance and doctors’ wellbeing. Conclusion: We believe that the contribution of these groups to medical CPD should be further explored. To this end, this review forms the first part of a research project focussing on the RANZCP PRG model used by Australian and New Zealand psychiatrists.

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Section: Resultsmentioning

confidence: 99%

“…13,16,20,24,26,27 There is also a preference for CPD activities experienced as mitigating professional stress and potentially preventing burnout. 20,21…”

Section: Resultsmentioning

confidence: 99%

Where do Peer Review Groups fit in the international Continuing Professional Development literature?

Karageorge

Lancaster²,

Prager³

et al. 2019

Australas Psychiatry

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“…Les études recensées au sujet des préférences des médecins pour ce qui est du format des formations médicales continues incitent à croire que les formations offertes dans des formats plus traditionnels, telles que les conférences en présentiel, seraient préférées à celles offertes en ligne (Bower, Girard, Wessel, Becker et Dongseok, 2008 ;Lindsay, Oelschlegel et Earl, 2017 ;Maher et al, 2017 ;Maisonneuve, Touboul, Bonnelye et Bertrand, 2009 ;Stancic, Mullen, Prokhorov, Frankowski et McAlister, 2003 ;Vollmar, Rieger, Butzlaff et Ostermann, 2009). Malgré cela, on observe un intérêt accru pour la participation à des activités de formation en ligne (Bower et al, 2008 ;Maisonneuve et al, 2009 ;Wilson, Barger, Perez et Brooks, 2018).…”

Section: Encadré 2 Les Préférences Des Professionnels De La Santé à unclassified

Concevoir une formation continue en ligne pour les professionnels de la santé

Valois¹

2019

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Gosselin, médecin affilié au programme climat et santé de l'Institut national de santé publique du Québec (INSPQ), pour leurs commentaires judicieux lors d'une lecture prépublication. Nous reconnaissons également le soutien financier de l'INSPQ ayant mené à la conception d'une formation continue en ligne portant sur les impacts sanitaires des changements climatiques, laquelle est à l'origine de la préparation de cet ouvrage.{ { de l'acquisition de connaissances (Cervera, 1988 ; Kirkpatrick, 1959 ; Moore et al., 2009). Il va de soi qu'une formation efficace devrait permettre aux participants d'acquérir de nouvelles connaissances, que ces dernières soient déclara-Finalement, nous avons consulté des ouvrages plus généraux, à savoir ceux de Mayer (théorie cognitive de l'apprentissage multimédia), de Petty et Caccioppo (modèle d'élaboration cognitive) et d'Ajzen (théorie du comportement planifié). De même, nous avons pris soin de consulter des ouvrages classiques de la pédagogie tels ceux de Merrill et de Gagné.

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“…Educational activities and reviews can be tailored to the clinicians needs, to avoid burdening physicians with overwhelming amount of information . This paper applied that approach to severe PIDs, to provide relevant clinical knowledge to on‐call consultant paediatricians.…”

Section: Introductionmentioning

confidence: 99%

An overview of how on‐call consultant paediatricians can recognise and manage severe primary immunodeficiencies

et al. 2019

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Severe primary paediatric immunodeficiency syndromes are rare and potentially fatal unless suspected, diagnosed and treated early. We provide clinical guidance and support for on‐call consultant paediatricians working in secondary level hospitals on how to recognise and manage children with these conditions. Our paper addresses four conditions that risk the most severe outcomes if they are not adequately cared for during on‐call periods, such as weekends: severe combined immunodeficiency, haemophagocytic lymphohistiocytosis, severe congenital neutropaenia and chronic granulomatous disease. Conclusion On‐call paediatricians are provided with advice on handling the most severe primary immunodeficiencies.

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Continuing professional development and Irish hospital doctors: a survey of current use and future needs

Cited by 25 publications

References 23 publications

Where do Peer Review Groups fit in the international Continuing Professional Development literature?

Where do Peer Review Groups fit in the international Continuing Professional Development literature?

Concevoir une formation continue en ligne pour les professionnels de la santé

An overview of how on‐call consultant paediatricians can recognise and manage severe primary immunodeficiencies

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