The Role of Audience Characteristics and External Factors in Continuing Medical Education and Physician Change

Lowe, Mary Martin; Bennett, Nancy L.; Aparicio, Alejandro

doi:10.1378/chest.08-2519

Cited by 17 publications

(6 citation statements)

References 24 publications

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“…Nonetheless, this study agrees with the findings of Lowe et al [42] who found no significant relationship between participant age, gender and years in service on training outcomes. We attribute the missing link between these characteristics (particularly age and years in service) and training outcomes in this study to a low CAMH patient load at the PHC clinics where the NSHWs routinely practice, which deters the experiential learning that these characteristics are expected to confer.…”

Section: Discussionsupporting

confidence: 92%

“…The evidence on the influence of participant characteristics on CME outcomes is inconclusive for age, gender, years in service or cadre [42, 43] and hinders a discussion on the role participant cadre plays in influencing mental health learning outcomes. Nonetheless, this study agrees with the findings of Lowe et al [42] who found no significant relationship between participant age, gender and years in service on training outcomes.…”

Section: Discussionmentioning

confidence: 99%

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Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Akol

Nalugya

Nshemereirwe

et al. 2017

Int J Ment Health Syst

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Background: Early identification and management of child and adolescent mental health (CAMH) disorders helps to avert mental illness in adulthood but a CAMH treatment gap exists in Uganda. CAMH integration into primary health care (PHC) through in-service training of non-specialist health workers (NSHW) using the World Health Organisation (WHO) Mental Health Gap Action Programme (mhGAP) Intervention Guide (IG) is a strategy to address this gap. However, results of such training are not supported by information on training development or delivery; and are undifferentiated by NSHW cadre. We aim to describe an in-service CAMH training for NSHW in Uganda and assess cadre-differentiated learning outcomes.Methods: Thirty-six clinical officers, nurses and midwives from 18 randomly selected PHC clinics in eastern Uganda were trained for 5 days on CAMH screening and referral using a curriculum based on the mhGAP-IG version 1.0 and PowerPoint slides from the International Association of Child and Adolescent Psychiatry and Allied Professions (IACA-PAP). The residential training was evaluated through pre-and post-training tests of CAMH knowledge and attitudes using the participants' post-test scores; and the difference between pre-test and post-test scores. Two-tailed t-tests assessed differences in mean pre-test and post-test scores between the cadres; hierarchical linear regression tested the association between cadre and post test scores; and logistic regression evaluated the relationship between cadre and knowledge gain at three pre-determined cut off points.Results: Thirty-three participants completed both pre-and post-tests. Improved mean scores from pre-to post-test were observed for both clinical officers (20% change) and nurse/midwives (18% change). Clinical officers had significantly higher mean test scores than nurses and midwives (p < 0.05) but cadre was not significantly associated with improvement in CAMH knowledge at the 10% (AOR 0.08; 95 CI [0.01, 1.19] Conclusion:We aimed to examine CAMH learning outcomes by NSHW cadre. NSHW cadre does not influence knowledge gain from in-service CAMH training. Thus, an option for integrating CAMH into PHC in Uganda using the mhGAP-IG and IACAPAP PowerPoint slides is to proceed without cadre differentiation.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Akol

Nalugya

Nshemereirwe

et al. 2017

Int J Ment Health Syst

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“…However, there are no conclusions yet about the ways in which various factors influence CME effectiveness. Nevertheless, some studies provided evidence for the influence of internal factors of the audience or external factors of the regulatory bodies on the effectiveness of CME [6]. Although lecture evaluations including CME have been frequently conducted, few published data containing valuable and practical information in the real setting of an academic congress are available.…”

Section: Discussionmentioning

confidence: 99%

“…It is well known that both internal and external factors influence best practice and support providers in making better choices for more effective learning. At the same time, knowing more about the impact of these factors helps physicians to make better choices as they structure their learning [6]. As the 22nd WCD had many more than the 216 scientific sessions evaluated in this study, the audience was assumed to have attended multiple sessions during the congress and to have been asked to respond to several similar questionnaires.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Scientific Programs at a Large-Scale Academic Congress: Lessons from the 22nd World Congress of Dermatology

Yoon

Kwon²,

Lee³

et al. 2012

Dermatology

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Background: The organization of a scientific program and the arrangement of the speakers require a considerable amount of time and effort. However, little is known about how to reinforce the participants’ satisfaction with scientific programs at a large-scale academic congress with multiple parallel sessions. Objectives: This study had three main purposes: (1) to create a reference for future congresses, (2) to determine session popularity and participation rate, and (3) to identify which characteristics of sessions can affect the perception of the audience. Methods: A total of 216 scientific sessions during the 22nd World Congress of Dermatology were evaluated using printed evaluation surveys. Results: The average scores for all sessions and speakers were relatively high. There were significant differences in the numbers of total session scores, collected surveys and speakers for each session category. The number of speakers at each session was not related to the session results. It was found that among the three different session grades (excellent, fair and poor), the proportion of speakers of each grade especially contributed to the perceived quality of the poor-grade sessions. Conclusions: This survey will help to organize scientific sessions and improve the quality of academic congresses.

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“…Studienergebnisse weisen zwar geschlechtsspezifische Unterschiede im ärztlichen Handeln auf, wonach sich Frauen für Ihre Patienten durchschnittlich mehr Zeit nehmen [8], sich häu-figer psychosozialen Belangen widmen [9] und höhere Empathie-Werte erzielen [10,11]. Allerdings sind bisher keine Daten verfügbar, die bei Frauen auch ein allgemein intensiveres Fortbildungsverhalten gegenüber den Männern nachweisen [12]. Ob die hier für Deutschland erstmalig dokumentierten geschlechtspezifischen Verhaltensunterschiede für die Qualität des ärztlichen Handelns ursächlich sind oder ob es sich lediglich um geschlechtsimmanente Verhaltensmuster handelt, kann mit dem vorliegenden Material nicht beantwortet werden.…”

Section: Introductionunclassified

Angebot und Fortbildungsverhalten bei der Continuing Medical Education (CME) im Bereich der Ärztekammer Nordrhein

Rotthoff

Baehring

David³

et al. 2010

Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheit

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The Role of Audience Characteristics and External Factors in Continuing Medical Education and Physician Change

Cited by 17 publications

References 24 publications

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Does child and adolescent mental health in-service training result in equivalent knowledge gain among cadres of non-specialist health workers in Uganda? A pre-test post-test study

Evaluation of Scientific Programs at a Large-Scale Academic Congress: Lessons from the 22nd World Congress of Dermatology

Angebot und Fortbildungsverhalten bei der Continuing Medical Education (CME) im Bereich der Ärztekammer Nordrhein

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