Experiencia de educación continua en línea en gastroenterología para médicos no especialistas

Isbej, Lorena; Uribe, Javier; Carrasco, Olga; Villarroel, Isaac; Pizarro, Margarita; Jirón, María Isabel; Sanhueza, Edgar; Álvarez-Lobos, Manuel; Hernández-Rocha, Cristian; Rollán, Antonio; Monsalve, Ximena; Díaz, Luis Antonio; Cerdá, María; Kramer, Tomás; Munizaga, Francisco; Riquelme, Arnoldo

doi:10.4067/s0034-98872019000801059

Cited by 4 publications

(6 citation statements)

References 21 publications

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“…rehearsed, refined presentation); 59 , 60 , 114 , 137 , 170 well-designed; 33 , 40 , 41 , 43 , 54 , 59 - 61 , 88 , 93 , 135 , 167 , 171 , 172 providing immediate feedback; 76 , 93 , 147 , 173 - 175 and enabling active participation. 56 , 130 , 174 , 176 - 180 …”

Section: Resultsmentioning

confidence: 99%

“…Most articles reported that a disadvantage was related to technological barriers (26%, n = 73), including structural barriers (e.g., limited bandwidth, poor audio quality); 29 , 31 , 36 , 44 - 46 , 50 , 56 , 58 - 60 , 62 , 69 , 70 , 76 , 82 - 86 , 88 , 91 , 95 , 100 , 108 , 112 , 115 , 118 , 126 , 130 , 143 , 147 , 150 , 153 , 155 , 157 , 161 , 174 , 178 , 180 , 181 , 185 , 187 , 193 , 195 , 208 , 224 , 228 , 230 - 247 lack of functioning and availability of equipment (e.g., computer, device); 45 , 70 , 72 , 115 , 123 , 174 , 233 , 237 software problems (e.g., system crashes); 75 , 117 , 197 , …”

Section: Resultsmentioning

confidence: 99%

“…The second most reported disadvantage was poor design (19%, n = 53), including lack of interaction (between learner and facilitator or between learners); 34 , 51 , 59 , 67 , 70 , 77 , 79 , 84 , 88 , 90 , 104 , 112 , 123 , 135 , 142 , 168 , 208 , 216 , 224 , 239 , 243 , 251 - 256 lack of active participation; 33 , 125 , 159 , 232 , 237 , 257 , 258 logistical issues (e.g., microphone and camera placement, unmuted microphones) 36 , 58 , 59 , 110 , 174 , 232 , 236 , 259 and technology-related logistical issues (e.g., site blocked by institution); 31 , 33 , 59 , 60 , 108 , 117 , 149 , 177 , 187 , 202 , 228 , 259 not user-friendly; 34 , 59 , 66 , 149 , 208 , ...…”

Section: Resultsmentioning

confidence: 99%

“… 277 It has also led to record attendance numbers in participants and experts that were not previously possible with in-person conferences. 179 Although most VCME activities were focused on general/family practitioners, VCME focused on specialties such as oncology, sports medicine, and plastic surgery have also been positively received, 77 , 174 , 236 suggesting that the benefits of VCME may not be limited by medical specialty. Although we did not detect meaningful differences in gender regarding the convenience of VCME, it should be noted that only fewer than one-third of articles that mentioned convenience as an advantage of CME reported on participants’ gender.…”

Section: Country Of Origin Of Vcmementioning

confidence: 99%

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On the advantages and disadvantages of virtual continuing medical education: a scoping review

et al. 2023

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Introduction: With the COVID-19 pandemic, most continuing medical education activities became virtual (VCME). The authors conducted a scoping review to synthesize the advantages and disadvantages of VCME to establish the impact of this approach on inequities that physicians face along the intersections of gender, race, and location of practice. Methods: Guided by the methodological framework of Arksey and O’Malley, the search included six databases and was limited to studies published between January 1991 to April 2021. Eligible studies included those related to accredited/non-accredited post-certification medical education, conferences, or meetings in a virtual setting focused on physicians. Numeric and inductive thematic analyses were performed. Results: 282 studies were included in the review. Salient advantages identified were convenience, favourable learning formats, collaboration opportunities, effectiveness at improving knowledge and clinical practices, and cost-effectiveness. Prominent disadvantages included technological barriers, poor design, cost, lack of sufficient technological skill, and time. Analysis of the studies showed that VCME was most common in the general/family practice specialty, in suburban settings, and held by countries in the Global North. A minority of studies reported on gender (35%) and race (4%). Discussion: Most studies report advantages of VCME, but disadvantages and barriers exist that are contextual to the location of practice and medical subspecialty. VCME events are largely organized by Global North countries with suboptimized accessibility for Global South attendees. A lack of reported data on gender and race reveals a limited understanding of how VCME affects vulnerable populations, prompting potential future considerations as it evolves.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Country Of Origin Of Vcmementioning

confidence: 99%

See 2 more Smart Citations

On the advantages and disadvantages of virtual continuing medical education: a scoping review

et al. 2023

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“…However, e-learning has an advantage in clinical settings due to its ability to overcome access barriers for healthcare professionals under various circumstances, leading to more effective achievement of organizational goals. [32][33][34] One significant factor contributing to positive changes in organizational impact was that the e-book did not require participants to possess high levels of information technology literacy. Additionally, offering the e-book for free likely increased participants' commitment to the program and positively influenced participant attrition.…”

Section: Resultsmentioning

confidence: 99%

Utilization of e-books to enhance self-directed learning for clinical laboratory science specialists

Al Mohsen,

Alqassab

2023

JETHS

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Ongoing education plays a crucial role in enhancing the competence of clinical laboratories Sciences Specialists (CLSs). However, CLSs often encounter obstacles when trying to learn in involved clinical settings. To tackle these challenges and cater to the specific learning requirements of medical technologists, we developed a learner-centred electronic book (e-book) that fosters self-directed learning among them. To assess the e-book's effectiveness as continuing education (CE) material for CLSs, a cross-sectional study was carried out at two medical centres in Riyadh. The e-book's content was tailored to meet the specific practice requirements and learning needs of CLSs. The study employed The New World Kirkpatrick Model, which includes four levels (reactions, learning, behaviors, and results), to evaluate the impact of the e-book on the participants' learning. A total of 280 medical technologists took part in the study, completing a questionnaire and a post-test, which provided valuable insights into their learning patterns, satisfaction with the e-book, and the learning outcomes they experienced after using it. After using the e-book, a majority of readers reported positive learning experiences and improvements in their learning outcomes, encompassing knowledge acquisition and changes in behavior. Furthermore, the e-book successfully presented a new continuing education (CE) activity and reached CLSs from diverse laboratory settings. The affordable and learner-focused e-book efficiently addressed the obstacles to continuing education (CE) faced by CLSs. The interactive and flexible nature of e-learning was especially beneficial in enabling learners to actively participate in clinical scenarios related to laboratories. This research holds the potential to serve as a foundation for medical educators to develop e-learning model for CE.

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An Overview of Continuing Medical Education/Continuing Professional Development Systems in Latin America: A Mixed Methods Assessment

Sherman,

Leon-Borquez,

Lopez

et al. 2024

Journal of CME

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The aims of this regional assessment of continuing medical education (CME)/continuing professional development (CPD) systems in Latin America were to describe the current requirements, if any, for physicians to engage in CME/CPD, explore perceptions of national CME/CPD systems from in-country subject matter experts (SMEs), to describe the perceptions of interprofessional continuing education (IPCE) and independent CME/CPD from in-country physicians and to provide recommendations that may be adopted by organisations/countries to improve the quality and effectiveness of their current CME/CPD systems and better meet their learners’ needs. An assessment of 11 CME/CPD systems in Latin America was conducted using a mixed-methods approach that included 1:1 interviews with in-country SMEs and an electronic survey capturing qualitative and quantitative data from practicing in-country physicians. This assessment reflected countries with CME/CPD systems that are in various stages of maturity. Only three countries have systems that are self-regulated by the profession, several systems lack independence from pharmaceutical influence, and educational activities are described more in terms of traditional CME/CPD as compared to education focused on individual or team gaps or population health care needs. There was little description of incorporating learner self-assessment and evaluation of change and little focus on interprofessional education. This mixed-method assessment of 11 Latin American countries demonstrated CME/CPD systems that are developing in maturity. Participation was often voluntary, and there was relatively little regulation. Physicians overall have been resistant to regulation and have preferred to use a voluntary, incentive-based model. There was a relatively high degree of influence by the pharmaceutical industry. Affordability and access remain challenges. There is an opportunity to better tie country/population health outcomes to CME/CPD, implement interprofessional continuing education, increase faculty skills and learner engagement, and increase funding and access across geographic regions.

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Experiencia de educación continua en línea en gastroenterología para médicos no especialistas

Cited by 4 publications

References 21 publications

On the advantages and disadvantages of virtual continuing medical education: a scoping review

On the advantages and disadvantages of virtual continuing medical education: a scoping review

Utilization of e-books to enhance self-directed learning for clinical laboratory science specialists

An Overview of Continuing Medical Education/Continuing Professional Development Systems in Latin America: A Mixed Methods Assessment

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