Does Requiring Continuing Education Units for Professional Licensing Renewal Assure Quality Patient Care?

Vaughn, H Todd; Rogers, Janet L.; Freeman, Julie K.

doi:10.1097/00126450-200601000-00011

Cited by 11 publications

(6 citation statements)

References 29 publications

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“…PIPs have been reported to make up between 5% and 34% of all prescriptions to older patients. [16][17][18][19] Continuing medical education (CME) is essential for maintaining and improving quality in clinical practice, 20,21 and may also include various outreach methods like academic detailing. Academic detailing implies a personal visit by a trained person to health professionals in their own setting.…”

Section: Introductionmentioning

confidence: 99%

Prescription peer academic detailing to reduce inappropriate prescribing for older patients: a cluster randomised controlled trial

Rognstad¹,

Brekke²,

Fetveit³

et al. 2013

Br J Gen Pract

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BackgroundOlder patients are at particular risk for adverse drug reactions. In older people, interventions targeting potentially inappropriate prescriptions (PIPs) are considered important measures to minimise drug-related harm, especially in the general practice setting where most prescriptions for older patients are issued. AimTo study the effects of a multifaceted educational intervention on GPs' PIPs for older patients. Design and settingThis was a cluster randomised, educational intervention study in Norwegian general practice. Pre-study data were captured from January 2005 MethodEighty continuing medical education (CME) groups (465 GPs) were randomised to receive the educational intervention on GPs' PIPs for older patients (41 CME groups; 256 GPs) or another educational intervention (39 CME groups; 209 GPs); these two groups acted as controls for each other. GPs' prescription data from before and after the intervention were assessed against a list of 13 explicit PIP criteria for patients aged ≥70 years. In the CME groups, trained GPs carried out an educational programme, including an audit, focusing on the 13 criteria and their rationale. ResultsA total of 449 GPs (96.6%) completed the study; 250 in the intervention group and 199 in the control group. After adjusting for baseline differences and clustering effects, a reduction relative to baseline of 10.3% (95% confidence interval = 5.9 to 15.0) PIPs per 100 patients aged ≥70 years was obtained. ConclusionEducational outreach visits with feedback and audit, using GPs as academic detailers in GPs' CME groups, reduced PIPs for older patients aged ≥70 years in general practice.

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Section: Introductionmentioning

confidence: 99%

Prescription peer academic detailing to reduce inappropriate prescribing for older patients: a cluster randomised controlled trial

Rognstad¹,

Brekke²,

Fetveit³

et al. 2013

Br J Gen Pract

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“…This movement arose out of the perception that health care professionals need to be committed to lifelong learning to retain and improve their competence and desired patient outcomes. 6 For clinical supervisors serving as clinical instructors, professional development activities should include courses on teaching methodology in addition to courses that develop their professional skills.…”

Section: Reviewmentioning

confidence: 99%

Allied Health Students' Perceptions of Effective Clinical Instruction

Rogers

Lautar

Dunn

2010

The Health Care Manager

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Students of allied health who have positive clinical education experiences often accept employment offered by their clinical sites. Most allied health professionals are not trained to be educators; to improve student clinical experiences, students were surveyed regarding their learning experiences during clinical internships. This study examined the teaching abilities and professional development training needs of clinical supervisors as identified by student perceptions. Results were compared with the results of the clinical supervisors' perceptions of themselves. A survey addressed the students' perceptions of the clinical supervisors' teaching skills. Results revealed that both students and clinical supervisors identified similar professional development training needs as they related to the improvement of teaching skills. The identified needs were understanding different learning styles, planning learning experiences prior to students' arrival, giving feedback, and assessing student skills based on learning goals. Students and clinical supervisors agreed on the areas that need to be addressed to improve the learning experiences in clinical education. Continuing education courses should focus on clinical supervisors' teaching skills, especially teaching methodology that focuses on students' different learning styles, how to plan learning experiences, and how to assess students' skills based on set learning goals.

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“…Gorman et al [2] pointed out that current and even future health care professionals are trained using the 100-year-old apprenticeship model, which is "see one, do one, and teach one." In addition to the apprenticeship model, common strategies include lectures and films as the basis of a life sciences professional's training, even though billions of dollars are dedicated to continuing educational activities in the life sciences worldwide [16,17]. When it comes to professional training in the life sciences, studies [18] indicate the similarities of the constant need for learning new knowledge, skills, and attitudes required due to the complexity of the field.…”

Section: Introductionmentioning

confidence: 99%

Current and Future Trends in Life Sciences Training: Questionnaire Study

2020

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Background Every year, the life science field spends billions of dollars on educational activities worldwide. The continuing professional development of employees, especially in this field, encompasses great challenges. Emerging technologies appear to offer opportunity, but relatively little research has been done on the effectiveness of pedagogies and tools that have been used in the life sciences, and even less research has been devoted to understanding the potential power of emerging options that might determine the field’s future. Objective In collaboration with the Life Sciences Trainers & Educators Network (LTEN), this study investigated the current state of the pedagogies and tools currently adopted by corporate training professionals in the life sciences as well as the professionals’ perceptions of the impacts of emerging technologies on training. Methods This study adopted a mixed methods approach that included a survey and a follow-up interview. The survey consists of 18 broad questions with 15 subquestions in each of the five specific sectors of the life sciences field. Interviews were conducted by phone and lasted approximately 40 minutes, covering 18 questions designed to follow-up on findings from the survey items. Results Both survey and interview results indicated that the professionals were not satisfied with the status quo and that training and education in this field need to change. Most of the techniques and tools currently used have been used for some time. The professionals surveyed were not satisfied with the current techniques and tools and did not find them cost-effective. In addition, the respondents pictured the future of training in this field to be more engaging and effective. Conclusions This is the first study in a series designed to better understand education and training in the life sciences on a macro level, in order to build a foundation for progress and evolution of the future landscape. Next steps involve developing strategies for how to extend this vision throughout individual organizations.

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Does Requiring Continuing Education Units for Professional Licensing Renewal Assure Quality Patient Care?

Cited by 11 publications

References 29 publications

Prescription peer academic detailing to reduce inappropriate prescribing for older patients: a cluster randomised controlled trial

Prescription peer academic detailing to reduce inappropriate prescribing for older patients: a cluster randomised controlled trial

Allied Health Students' Perceptions of Effective Clinical Instruction

Current and Future Trends in Life Sciences Training: Questionnaire Study

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