PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Education, Medical, Continuing”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed1965

THE NEED FOR CONTINUING MEDICAL EDUCATION.

Continuing medical education is an essential feature of the practice of modern medicine since it furnishes the means to maintain the doctor's ability to provide quality patient care.TO ENSURE THAT CONTINUING MEDICAL EDUCATION IS PROVIDED EFFICIENTLY AND IN THE BEST QUALITY, AND UTILIZED FULLY, IT IS NECESSARY THAT: (1) the medical faculty inculcate in the student the concept of lifelong learning; (2) the practitioner adopt less time-consuming patterns of practice, to free more of his time for learning; (3) community hospital-based clinical teaching be provided universally; and (4) research be conducted to determine the best of current teaching methods and develop better ones. Conflicting efforts to meet these needs by practitioners (whose primary responsibility it is) and by organized medicine, specialty societies, voluntary health agencies and others have led to inefficient use of medical faculty teachers. The key parties in continuing medical education-practitioner and teacher-can learn best in medical school-administered programs, which need be supported by all other interested organizations.

Education, Medical, Continuing↗
PubMed1994

[The credit system. Post-graduate medical education and continuous medical education].

The author examines the objectives behind the possible adoption of a Credit System by the Portuguese Medical Association. Credits are units that allow physicians to keep a record of their educational and professional undertaking. The paper defines Postgraduate Medical Education and Continuing Medical Education and specifies to which group of physicians each term applies. It describes the types of activities and objectives of each form of medical education and explains the philosophy underlying both. The author also urges that the Portuguese Medical Association set up essential structures to ensure the efficient functioning of the system. The paper outlines the criteria to be used for awarding Credits and discusses the natures of credit-granting institutions. The Credits are grouped into pre-defined Categories of differing weight. The author also recommends a credit value for each activity and, taking into account the nature of each activity, assigns it to a specific Category. Several types of Forms for Applying for and Registering Credits are shown. The information on these Forms is to go on the physicians record, to be filed on a database with the Portuguese Medical Association at a place set aside for the purpose.

Education, Medical, Continuing↗
PubMed2000

Is participation in research as an investigator an effective form of continuing medical education?

Continuing medical education and research are a daily necessity for general practitioners (GPs). This study investigated the possibility that participation in research is an effective form of continuing medical education. Although there was an indication that some modification of GPs' knowledge and skills had occurred, it was not possible to conclude that this was entirely due to participation in research.

Attitude of Health Personnel↗
PubMed2002

Modern aspects of continuous medical education.

Continuous medical education represents the final and often most poorly understood stage of physician education. It is defined as any and all ways by which doctors learn after the formal completion of their training. While evidence-based medicine is defined as "the conscientious, explicit and judicious use of current best evidence in making decisions for the care of individual patients. The practice of evidence-based medicine means integrating individual clinical expertise with the best available external clinical evidence from systematic research." The primary purpose of this article is to discuss the modern and technological aspects of continuing medical education and how it helps to maintain and improve clinical performance of practicing doctors and patient care. The article also emphasizes evidence-based medicine as a newly evolved, rapidly growing discipline for learners and researchers, which has extended the application of its principles to all professions associated with health care, including purchasing and management.

Education, Medical, Continuing↗
PubMed2003

Continuing medical education and continuing medical education accreditation in Spain.

Nearly all Spanish physicians are employed by public or private institutions, and employers are enabling the continuing medical education (CME) of physicians. In view of coexisting CME accreditation systems in Spain, we conclude that a common approach is needed. We recommend establishing formal relationships with American and European systems to ensure consistent accreditation and mutual recognition of CME credits and improvement in accreditation.

Accreditation↗
PubMedDate not supplied

[Information technology and communication applied to continuous medical education].

Continuous medical education (CME) with credit is the challenge we are facing in Latinamerica. The appearance of new information and communication technologies bring to us important tools to carry out this teaching/learning process that targets the healthcare team. The distances that separate many professionals from centers of academic training exhort us to join efforts to take knowledge updates to far-reaching areas through postgraduate institutions. Only equality in opportunities to access continuous education will improve our societies. Display of projects done 1995-2004.

Communication↗
PubMed2004

Setting quality standards for web-based continuing medical education.

Continuing medical education (CME) on the Internet has grown steadily over the past several years. However, the quality of Web-based CME has received limited attention in the medical literature, and there have been few attempts to articulate quality standards. This article describes five sets of standards published in the distance education literature and explores whether the standards might be used to inform and enhance approaches to designing and delivering Web-based CME programs. Standards synthesize practical knowledge, best practices, and research findings. They vary in their perspectives on quality, fall short of being comprehensive, and convey many elements that apply to Web CME. We conclude that published standards in the distance education literature can provide valuable guidance to Web CME providers, and there is a clear need for additional research into questions about what works in Web-based education and why.

Education, Distance↗
PubMed1994

Practice-linked continuing medical education.

Continuing medical education is successful when it results in improved outcomes for patients, but there may not be much connection between traditional didactic instruction and improvement in clinical practice. Greater emphasis could be placed on self-directed learning. Using computer technology, doctors can audit their own practices to detect specific deficiencies and reveal individual educational needs. Learning and assessment can then be linked with improvements in practice.

Australia↗
PubMedDate not supplied

Journal-based continuing medical education.

Continuing Medical Education (CME) has become a practical necessity for most physicians, because CME credit is required by many licensing and other medical authorities and because physicians are expected to follow the most recently published practice guidelines. A useful and relatively inexpensive source of CME credit is provided by journals such as JAMA and Archives of Family Medicine. In this article, the costs of CME to the physician's practice are estimated, and the educational objectives, format, and evaluation procedure of the JAMA Reader's Choice CME activity are described.

Education, Medical, Continuing↗
PubMedDate not supplied

[Continuous medical education].

Continuing medical education is an essential element of state-of-the-art medical practice. Continuing medical education as structured today in most countries, must be able to guarantee the quality of continuing medical education and its independence. There should, therefore, be an independent professional body at national level responsible for assessing and guaranteeing both quality and independence. This body will also have the power to oversee the participation of medical specialists in continuing medical education. A system of credits should was developed to express the professional value of continuing medical education activities. Each activity is credited with a certain score, which can be awarded to the participating specialist. Continuing medical education should remain an ethical obligation subject to the disciplinary authority of the profession itself. Continuing medical education should be both an individual and also a collective obligation of the profession; in order to promote and make it effective, each member state must provide the means of making continuing medical education available to all physicians. For the above reason the CME is a strategic way to improve the quality of the health system. In Italy new way to obtain CME credits are going to be issue in the near future.

Education, Medical, Continuing↗
PubMed2006

Continuing medical education, continuing professional development, and knowledge translation: improving care of older patients by practicing physicians.

Many community-based internists and family physicians lack familiarity with geriatrics knowledge and best practices, but they face overwhelming fiscal and time barriers to expanding their skills and improving their behavior in the care of older people. Traditional lecture-and-slide-show continuing medical education (CME) programs have been shown to be relatively ineffective in changing this target group's practice. The challenge for geriatrics educators, then, is to devise CME programs that are highly accessible to practicing physicians, that will have an immediate and significant effect on practitioners' behavior, and that are financially viable. Studies of CME have shown that the most effective programs for knowledge translation in these circumstances involve what is known as active-mode learning, which relies on interactive, targeted, and multifaceted techniques. A systematic literature review, supplemented by structured interviews, was performed to inventory active-mode learning techniques for geriatrics knowledge and skills in the United States. Thirteen published articles met the criteria, and leaders of 28 active-mode CME programs were interviewed. This systematic review indicates that there is a substantial experience in geriatrics training for community-based physicians, much of which is unpublished and incompletely evaluated. It appears that the most effective methods to change behaviors involved multiple educational efforts such as written materials or toolkits combined with feedback and strong communication channels between instructors and learners.

Community Medicine↗
PubMed2004

Physician performance and assessment and their effect on continuing medical education and continuing professional development.

This article has three key points. The first proposes and illustrates a model for planning effective continuing medical education (CME) and continuing professional development (CPD) and how assessment might fit into it. The second reviews major trends in assessment, particularly with regard to regulation and CME. The third addresses challenges for CME and CPD.

Certification↗