Development and evaluation of a simulation-based continuing medical education course: beyond lectures and credit hours

Pugh, Carla M.; Arafat, Fahd O.; Kwan, Calvin; Cohen, Elaine; Kurashima, Yo; Vassiliou, Melina C.; Fried, Gerald M.

doi:10.1016/j.amjsurg.2015.05.034

Cited by 17 publications

(13 citation statements)

References 10 publications

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“…5 Moreover, simulation can be used for continuing medical education to provide hands-on experiences and can positively affect clinical practice. 6 In radiology, the use of simulation in a digital teaching library and as e-learning resources has been shown to improve learning and reporting skills. 7 Education in radiology consists of an accumulation of experiences shared as teaching clinical cases.…”

Section: Introductionmentioning

confidence: 99%

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Integrating of scenario-based simulation into radiology education to improve critical thinking skills

Abuzaid¹,

Elshami²

2016

RMI

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Introduction: For many years, conventional radiographic films have been used for radiology education. Nevertheless, advances in imaging modalities, image quality, and the number of images produced by various methods have seen a move toward digital formats. Certainly, a patient's case has a significant value in medical education; it can transfer theoretical knowledge to real experiences. The aim of this study is to evaluate the value of scenario-based simulations in radiology education and their impact on professional learning outcomes. Materials and methods: Patient scenarios were collected and converted to digital teaching files, each supported by clinical history, anatomy illustration, as well as medical and radiological investigation. The scenarios were presented online to radiology professionals for 6 months. At the end of the study, the scenarios were evaluated regarding design, content, and their role in improving critical thinking. Results: Twenty-two scenarios were published online covering various radiology areas. Two hundred and thirty-eight radiology professionals were invited, and 84% participated in the evaluation process. Each participant completed an average of 13 scenarios with an approximate time of 23 minutes for each. The majority of participants agreed or strongly agreed that the scenarios were well designed (94%), were appropriate to their level of knowledge (70%), and helped them in critical thinking and in understanding similar cases (79%). Conclusion: The integration of scenario-based simulations in radiology education led to a positive impact on learning outcomes, formative interactive learning, and filling the gap between theory and practice. Moreover, it promoted critical thinking skills and allowed radiology professionals to demonstrate their knowledge of similar cases.

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Section: Introductionmentioning

confidence: 99%

“…Utilization of simulation in continuous medical education has a potential for changing traditional teaching and learning methodologies for health professionals. 6…”

Section: Introductionmentioning

confidence: 99%

Integrating of scenario-based simulation into radiology education to improve critical thinking skills

Abuzaid¹,

Elshami²

2016

RMI

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“…Electronic CME activities have many advantages, such as exibility and individualized learning format [24,26], and trainees should be encouraged to make effective use of them. Notably, some studies did not nd substantial differences between didactic lectures and online teaching methods in improving diagnostic skills among physicians [27,28].…”

Section: Resultsmentioning

confidence: 97%

Continuing Medical Education among resident physicians in Abha , Saudi Arabia : Current Practice and Existing Gaps

Alsaleem

Almoalwi²,

Siddiqui

et al. 2020

Preprint

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Abstract Background: Continuing Medical Education (CME) is concerned with the maintenance, improvement, and promotion of the health care and exhausts the physicians’ working life-span. Although international research is extensive, only a dearth of studies exists in Saudi Arabia and the Middle East. This study aims to explore CME practices of resident physicians in Abha City, south western Saudi Arabia and the existing gaps.Method: A cross-sectional questionnaire-based descriptive study conducted on residents training in various health-care facilities in Abha city. Results: Three-hundred resident physicians participated in the study (response rate of 75%). Out of them 79,7% (239) reported attending lectures and seminars for their CME needs followed by those who attended case presentations 39.7% (119). Electronic CMEs were used by a minority of residents (n = 24, 8%), and only 27.3% (n = 82,) attended journal clubs. Being busy was the main barrier against self-reading as reported by 70.7% (212) of participants, and by 51.7 % (155) for lectures and seminars, and 41.3% (124) for attending courses. There were no significant differences in satisfaction with CME activities by gender, nationality and training level (p = 0.982, 0.924, and 0.540, respectively). Satisfaction scores with CME activities were variable across different specialties (p = 0.039). The lowest satisfaction scores were among psychiatry residents and the highest was among the restorative dentistry and surgery residents. Workshops and courses were significantly perceived by residents as the most effective method in retention of knowledge, improving attitudes, improving clinical skills, improving managerial skills, and in proving practice behaviors. On the other hand, inter-departmental activities were significantly perceived by residents as most effective in improving academic skills and improving departmental image.Conclusion: The participant physicians favoured contact CME activities. In consistence with global research findings, being busy was the main barrier against CME goals attainment. Participants affirmed that CME activities improved their clinical practice, clinical skills and academic skills. Promotion of online learning in Saudi Arabia. Support of residents with protected time for their CME activities. Encouragement of trainees into further advice about their preference in terms of CME forms to help boost their engagement.

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“…Electronic CME activities have many advantages, such as flexibility and individualized learning format [22,24], and trainees should be encouraged to make effective use of them. Notably, some studies did not find substantial differences between didactic lectures and online teaching methods in improving diagnostic skills among physicians [25,26].…”

Section: Resultsmentioning

confidence: 98%

Continuing Medical Education among resident physicians in Abha , Saudi Arabia : Current Practice and Existing Gaps

Alsaleem

Almoalwi²,

Siddiqui

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Continuing Medical Education (CME) is concerned with the maintenance, improvement, and promotion of the health care and exhausts the physicians’ working life-span. Although international research is extensive, only a dearth of studies exists in Saudi Arabia and the Middle East. This study aims to explore CME practices of resident physicians in Abha City and the existing gaps. Method : A cross-sectional questionnaire-based descriptive study conducted on residents training in various health-care facilities in Abha city. Results: Participants in the study were (n=300) doctors, of whom (n = 239, 79.7%) reported attending lectures and seminars for their CME needs followed by (n = 119, 39.7%) who attended case presentations. Electronic CMEs were used by a minority of (n = 24, 8%), and only (n = 82, 27.3%) attended journal clubs. Being busy was the main barrier against self-reading as per (n = 212, 70.7%) of participants, and by (n = 155, 51.7%) against lectures and seminars, and by (n = 124, 41.3%) against courses attendance. There was no significant association between gender, nationality, or training level and satisfaction with CME activities (p = 0.982, p = 0.924, and p = 0.5400 respectively). Satisfaction with CME activities varied considerably across specialties (p = 0.039), psychiatry trainees were far less satisfied than their restorative dentistry counterparts (p = 0.0046), as well as for General Surgery trainees (P = 0.0230), Ophthalmology trainees (p = 0.0301), pediatrics trainees (p = 0.0214), and Preventive Medicine trainees (p = 0.0283). Conclusion: The participant physicians favoured contact CME activities but not non-contact CME activities. In consistence with global research findings, being busy was the main barrier against CME goals attainment. Participants affirmed that CME activities improved their clinical practice, clinical skills and academic skills. Promotion of online learning in Saudi Arabia. Support of residents with protected time for their CME activities. Encouragement of trainees in specialties of psychiatry, general surgery, paediatrics, ophthalmology and preventive medicine to further advice about their preference in terms of CME forms to help boost their engagement.

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Development and evaluation of a simulation-based continuing medical education course: beyond lectures and credit hours

Cited by 17 publications

References 10 publications

Integrating of scenario-based simulation into radiology education to improve critical thinking skills

Integrating of scenario-based simulation into radiology education to improve critical thinking skills

Continuing Medical Education among resident physicians in Abha , Saudi Arabia : Current Practice and Existing Gaps

Continuing Medical Education among resident physicians in Abha , Saudi Arabia : Current Practice and Existing Gaps

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