Impact studies in continuing education for health professions: Update

Robertson, Mary Kathryn; Umble, Karl; Cervero, Ronald M.

doi:10.1002/chp.1340230305

Cited by 114 publications

(92 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…9 Educational theory and empirical evidence support the use of Bsituated learning,^in which the learning experience is imparted where the knowledge is used. 10,11 Traditional approaches to CME may have little or no impact on the quality of medical care. 12 Many educational activities are removed in time, place, or context from the environment in which they can be applied with positive effect.…”

Section: Discussionmentioning

confidence: 99%

A Presentation System for Just-in-time Learning in Radiology

Kahn

Santos

Thao³

et al. 2006

J Digit Imaging

View full text Add to dashboard Cite

There is growing interest in bringing medical educational materials to the point of care. We sought to develop a system for just-in-time learning in radiology. A database of 34 learning modules was derived from previously published journal articles. Learning objectives were specified for each module, and multiple-choice test items were created. A web-based system-called TEM-PO-was developed to allow radiologists to select and view the learning modules. Web services were used to exchange clinical context information between TEMPO and the simulated radiology work station. Preliminary evaluation was conducted using the System Usability Scale (SUS) questionnaire. TEMPO identified learning modules that were relevant to the age, sex, imaging modality, and body part or organ system of the patient being viewed by the radiologist on the simulated clinical work station. Users expressed a high degree of satisfaction with the system's design and user interface. TEMPO enables just-in-time learning in radiology, and can be extended to create a fully functional learning management system for point-of-care learning in radiology.

show abstract

Section: Discussionmentioning

confidence: 99%

A Presentation System for Just-in-time Learning in Radiology

Kahn

Santos

Thao³

et al. 2006

J Digit Imaging

View full text Add to dashboard Cite

show abstract

“…Vale ressaltar que o uso de uma metodologia não exclui a possibilidade de combinar outras. Tal multiplicidade pode resultar em uma superação nos resultados quando comparados ao emprego isolado de uma metodologia de ensino 9 .…”

Section: Considerações Históricasunclassified

Aprendizagem Ativa na Educação em Saúde: Percurso Histórico e Aplicações

Farias

Martin

Cristo

2015

Rev. bras. educ. med.

136

View full text Add to dashboard Cite

show abstract

“…Continuing education that is ongoing, interactive, contextually relevant and based on needs assessment can improve knowledge, skills, attitudes, behaviors, and health care outcomes. 4 The purpose of this paper is to describe the evolution of the CPE program at KPCO, highlighting its use of innovation and integration to achieve outcomes.…”

Section: Introductionmentioning

confidence: 99%

A Model for Continuing Pharmacy Education

McConnell¹,

Newlon²,

Dickerhofe³

2009

Am J Pharm Educ

View full text Add to dashboard Cite

Objective. To develop and implement a continuing pharmacy education (CPE) program at Kaiser Permanente Colorado (KPCO) Design. To address the continuing education needs of its diverse pharmacy staff, an internal continuing pharmacy education (CPE) program was developed. The pharmacy department became an accredited provider by the Accreditation Council for Pharmacy Education (ACPE). Live, interactive, and evidence-based CPE programs, presented by highly qualified internal staff members, utilized videoconferencing and a Web-based learning management system. Cross-accreditation of medical and pharmacy educational programs was offered to KPCO staff members. Assessment. Annual needs assessments were conducted to ensure the provision of relevant educational topics and to assess learning needs. To demonstrate outcomes of the CPE programs, 2 methods were utilized: objective effectiveness assessment and knowledge acquisition assessment. This program met the objectives for CPE activities a large majority of the time (usually over 90%), demonstrated statistically significant (p , 0.05) improvement in knowledge from before to after the CPE activity in 11 of 13 questions asked, and minimized the cost to acquire CPE credit for both the pharmacy department and its staff members. Conclusion. The KPCO continuing pharmacy education program has developed a high quality and cost-favorable system that has resulted in significant improvements in attendee knowledge.

show abstract

Impact studies in continuing education for health professions: Update

Cited by 114 publications

References 19 publications

A Presentation System for Just-in-time Learning in Radiology

A Presentation System for Just-in-time Learning in Radiology

Aprendizagem Ativa na Educação em Saúde: Percurso Histórico e Aplicações

A Model for Continuing Pharmacy Education

Contact Info

Product

Resources

About