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Evaluation of Continuing Professional Development Program for Family Physicians

Authors:
Syed Irfan Karim at King Saud University
Syed Irfan Karim
Farhana Irfan
Farhana Irfan
Riaz Qureshi
Riaz Qureshi
Naghma Naeem at Batterjee Medical College
Naghma Naeem
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Objectives: To evaluate the King Saud University Continuing Professional Development (CPD) Program for Family Physicians in relation to the Convenience, Relevance, Individualization, Self-Assessment, Interest, Speculation and Systematic (CRISIS) criteria. Methodology: A descriptive study was conducted at King Saud University (KSU) in Riyadh, Saudi Arabia. The authors used the six strategies of Convenience, Relevance, Individualization, Self-Assessment, Interest, Speculation and Systematic (CRISIS) for evaluation. The program was independently analyzed by the three authors using CRISIS framework. The results were synthesized. The suggestions were discussed and agreed upon and documented. Results: The results indicate that KSU-CPD program meets the CRISIS criteria for effective continuing professional development and offers a useful approach to learning. The course content covers specific areas of practice, but some shortcomings were found that need to be improved like self assessment area and individual learning needs analysis. Conclusion: This program is suitable for Family Physicians, as it is well planned and utilizes most of the principles of CRISIS, but there is still room for improvement. Designing a program for general practitioners using hybrid model that offers a blend of e-learning as well as face-to-face learning opportunities would be an ideal solution.
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... Embarking on CPD activities is seen by many (Balmer 2013;Chipchase et al. 2012;Clark et al. 2015;Varetto and Costa 2013) as necessary to produce the twofold benefits-responsive professional competence and quality health outcomes. These somehow mediate a better quality of life that transpires the ultimate goal of lifelong learning (Karim et al. 2013;Laal et al. 2014). ...
... In the same fashion, Filipe et al. (2014) conceptualized three (3) triggering questions to professional behaviors, namely (a) what to learn, (b) how to learn, and (c) how well is learned, vis-à-vis the four (4)-step CPD cycle that is (a) identify what to learn, (b) plan how to learn, (c) learn, and (d) followup. As for Karim et al. (2013), they adopted the CRISES model for developing and evaluating their CPD program. This consists of (a) convenience, (b) relevance, (c) individualization, (d) self-assessment, (e) interests, and (f) speculation. ...
... Only the written and learned curricula have been evaluated in many programs (Glatthorn et al. 2015). This phenomenon also happens to be apparent in several CPD programs and literature (Balmer 2013;Barr and Low 2013;Brock et al. 2013;Chipchase et al. 2012;Chirico et al. 2014;Clark et al. 2015;Delf 2013;Donyai et al. 2013;Filipe et al. 2014;Gray and Rutledge 2014;Karim et al. 2013;Kemp and Baker 2013;Kvas and Seljak 2013). Despite these limitations, some studies and literature have adapted evaluation frameworks with a strong affinity towards learning outcomes. ...
Technagogy-enhanced continuing professional development (CPD) for health professionals: design and evaluation
Article
Full-text available
  • Mar 2021
Due to the changing needs and technological advancement in the twenty-first century, “technagogy” or the arts and science of teaching with technology has emerged as an underexplored opportunity in the continuing professional development (CPD). However, little is known on how to develop and evaluate a technagogy-enhanced CPD for health professionals. A mixed-methods study was utilized to generate well-grounded curriculum and evaluation frameworks that integrate technagogy and outcomes-based teaching and learning in CPD. The CPD evaluation of the implemented learning program revealed that a technagogy-enhanced CPD could lead to excellent and effective written, supported, taught, tested, and learned curriculum aspects. The designed frameworks can guide the theory, practice, research, and policy of CPD program development and evaluation.
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... 52 Several studies have further identified barriers associated with the CPD engagement of health professionals, such as demanding schedule, limited funding, restricted applicability, and discordant environment. 46,50,51,[53][54][55][56][57][58][59] As a result, these complexities in the professional background and social environment are hypothesized to deeply influence their CPD preferences. ...
... 23,45,47,48 On one hand, onsite learning adopts the real environment, and on the other hand, online learning embodies the cyberspace. The third event may refer to blended learning 50,54,58 and new media like electronic media54 and social media. 35,67 In a blended learning system, the structured activities can be delivered in real (e.g. ...
... This practice provides better opportunities to have successful CPD, in spite of having a busy personal and work lifestyle. Although long-period CPD are inconvenient for health professionals, 58 longitudinal courses offer several opportunities for practice sessions, social interactions and self-reflections. 45 Further, CPD must allow longer periods of time to foster deep learning. ...
Choice-Based Preference of Health Professionals for Continuing Professional Development
Article
  • Jan 2018
Continuing professional development (CPD) has been an indispensable activity in ensuring quality health care and outcomes. Although a myriad of modalities is available, CPD continues to be ambiguous due to the divergent and convergent views on its design and implementation. This study explored the preferred CPD modes using the identified attributes in the lens of health professionals as lifelong learners. A discrete choice experiment was conducted using Sawtooth Software's application platform. Respondents (N=152) completed an online conjoint survey that had 10 choice tasks with 3 concepts and 1 none alternative. Conjoint analysis was performed to generate the relative importance, utility values, and latent class. Based on the country of practice and profession, group comparisons were done to determine statistical differences. CPD preference is determined by the importance of turf (31%), theme (24%), time (16%), tech (15%), and teach (14%). The highest utility values per attribute are mixed environment (M = 50.12; SD = 54.72), exploratory teaching (M = 29.74; SD = 30.64), multiprofessional learning (M = 28.18.; SD = 47.59), short duration (M = 20.65; SD = 44.37), and desktop technology (M = 4.70; SD = 47.35). The country of practice yields no significant differences in relative importance and part-worths. However, the profession itself shows small significant effect on the theme (F = 3.70; p = 0.05) and produces small to moderate effects on multiprofessionalism (F = 11.92; p = 0.14), interprofessionalism (F = 3.40; p = 0.04), real (F = 7.23; p = 0.09), and virtual (F = 9.92; p = 0.12) environments. Lastly, the segmentation analysis revealed 2 latent classes of CPD preference among health professionals. This study was successful in uncovering the two main preferred CPD modes, namely: “CPD On-Board†or “CPD On-handâ€, which is highly contingent on the educational technology. Those involved in the design, implementation, and evaluation of CPD should consider this classification in the curriculum development process. Designers are advised to focus on creating shorter CPD programs in a mixed learning environment that promotes multi- and inter- professional learning facilitated by exploratory teaching methods.
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... Continuing Medical Education is an established concept in western world [3][4][5]7,9,10,[12][13][14][15] but it is also not alien in Pakistan [16][17][18] . Developed world is now progressing towards the concept of evaluating the impact of these programmes on provision of health services and evaluation of cost effectiveness of CPD programmes 19 . ...
... Overall, the uptake of the programme was satisfactory while bottom up approach and flexibility helped in overcoming the procedural difficulties and improved ownership of the programme. Like other studies, increase administrative and secretariat support and strong monitoring and evaluation mechanism similar to other countries were recommended to overcome barriers 12,28 . It is imperative that these should oversee the quality and conduct of the activities and their impact and cost effectiveness should be assessed from organizational perspective as well as patient's perspectives 27 . ...
3287 - C-F - Dr Rukhsana Roshan
Article
Full-text available
  • May 2019
Objective: To share initial experience of Continuing Professional Development Programme of Pak Army with overview of uptake rates and opinion of the implementers. Study Design: Cross sectional study was conducted through mix methods convergent parallel design. Place and Duration of Study: Study was conducted across Pak Army, from Jan to Dec 2014. Material and Methods: Mix methods triangulation design was adopted with compilation of uptake rates through quantitative techniques while opinions of implementers was sought through qualitative methodology using thematic content analysis. Results: Programme was implemented in different categories of health care establishments. 88 establishments submitted 119 claims with overall up take of 64% including the exempted units. Best response obtained from Centers of Excellence (78%) followed by tertiary care referral hospitals (75%) and mid-level establishments (71%). Uptake of 29% and 28% was found in field medical and dental establishments respectively. Opinions of implementers entailed high level of confidence on programme. Programme flexibility, exemption of operational units and inclusion of military training activities were considered strong points and less opportunities for junior and male HCAs in peripheral establishments and stress of attaining CPD credits within stipulated time frame were main barriers identified. Maintenance and retrieval of extensive data, absence of record keeping software and lack of countercheck mechanisms were identified as possible threats. Reduction of credit limit for Junior health care administrators, e-learning and accessibility of data were recommended for further improvement. Conclusion: Effective CPD Programme provides forum for enhancement of professional knowledge. Initial experience suggests phase wise, flexible implementation of Programme with bottom up approach for acceptance and compliance. Keywords: Continuing education, Health care, Learning.
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... As compared to academic learning that is focused on learning about things, workplace learning much focuses on learning how to do things (Sessa & London, 2015;King et al., 2019). Relevance is the key when learning is associated with clinical practice (Karim et al., 2013;Luconi Et al., 2019) and experiential learning engages individuals to learn in relevant contexts (Cox et al., 2010). In clinical settings, experiential and simulation-based learning provides a platform for reflection (Sand et al., 2014;Falloon, 2019) and both experiential and reflective learning experiences exhibits transformation (Sessa & London, 2015). ...
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... Shamsa et al. (2018) evaluated the quality of school programs using the CIPP model, which revealed signi cant ndings that were recommended to be improved [14]. Similar studies were carried out in Pakistan to evaluate the continuous development program for family physicians and the bioethics diploma program [15,16]. The effect of the pandemic on medical training will be analyzed after these students graduate and start practicing. ...
Navigating Medical Education in the COVID-19 Era: Comparative Evaluation of Undergraduate Medical Curriculum Online vs. Hybrid Model
Preprint
Full-text available
  • Sep 2023
Background The evaluation of undergraduate medical curricula plays a crucial role in ensuring effectiveness and helps in continuous improvement. This study aimed to compare the context, input, process, and output of the first-year MBBS curriculum in the COVID-19 era (2019–20) and during the para-COVID-19 pandemic (2020–21) using online and hybrid teaching models. Methods A mixed-method study was conducted at Shalamar Medical and Dental College, Lahore, from April 2022 to April 2023. A committee consisting of medical educationists, administrators, and the first-year chairperson analyzed the curriculum. A questionnaire survey was administered, and focus group discussions (FGDs) were conducted with first-year students from the 2019–2020 and 2020–2021 batches, which were recorded. Various educational resources, including recorded lectures, guidebooks, planners, and question papers, were also analyzed. Additionally, admission merit, module assessments, and professional examination results were compared and correlated. The learning environment was assessed using the questionnaire, and facilities provided during both years were compared. Results Qualitative data analysis was performed using NVIVO, while quantitative data was analyzed using SPSS version 23. Contextual analysis revealed the need for online teaching and learning during the COVID-19 pandemic, and the resources provided were deemed adequate. Aggressive faculty training and support from the medical education department and administration were also identified. Regarding input, the student-faculty ratio was 3.8, and adequate resources such as libraries, hostels, canteens, and web resources were provided. The faculty members were knowledgeable and well-trained. The admission merit of the completely online batch was better than that of the hybrid teaching class in 2020–21. The process analysis indicated the successful delivery of sessions through webinars and Zoom. Study guides were provided to students in a timely manner, and assessments were conducted punctually. The papers for modular and professional examinations exhibited acceptable reliability (Cronbach's alpha: 0.6–0.8) with minimal difficulty and a discriminatory index in key subjects. However, students reported instances of cheating during online assessments and expressed concerns about the lack of hands-on psychomotor skills training, as only videos of performance were shown. Proctoring during assessments was also identified as an issue. Product analysis showed that the class of 2020–21 performed better in modular and professional examinations in all subjects (P < 0.01) despite having lower admission merit compared to the 2019–20 batch. Both batches performed well in the subsequent professional examinations. Conclusion: Overall, students appreciated the hybrid model due to the motivating teacher-student interaction it provided. However, faculty members appreciated online teaching strategies and suggested the potential use of blended learning in the future. The administration acknowledged the immediate transition to online teaching by the faculty and their commendable performance. However, they stressed the need for faculty development workshops on blended learning and strengthening the medical education department.
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... After completion of clinical rotations, GP trainees are obliged to fill in evaluation forms on the educational ePortfolio that had been adapted from questionnaires developed by the Yorkshire Deanery Department for NHS Postgraduate Medical and Dental Education (2003). The postgraduate training coordinators in family medicine then evaluate such feedback to identify and correct any training issues (Sammut and Abela, 2012), thus ensuring the quality and success of teaching (Morrison, 2003;Karim, et al., 2013). ...
A review of GP trainees’ evaluations of placements in hospital and community medicine during 2020-21 within Malta’s Specialist Training Programme in Family Medicine
Article
Full-text available
  • Dec 2022
Background: One of the major speciality rotations in Malta’s Specialist Training Programme in Family Medicine (STPFM) is in medicine. From 2020, changes were implemented in the logistics of this post regarding sub-speciality assignments and out-of-hours exposure. Objective: A review of GP trainees’ evaluations of their medicine training placements during 2020-21 was carried out to identify how satisfied the GP trainees were with the effectiveness of teaching provided, what major difficulties they experienced and how the educational value of the post could be improved. Method: After completion of clinical rotations, GP trainees fill in evaluation forms on an ePortfolio. Feedback given for medicine posts during 2020-21 was exported to Microsoft Excel. After the information was anonymised, quantitative and qualitative analyses were carried out. Results: Nine of out ten GP trainees were satisfied with the effectiveness of teaching provided during medicine posts. While difficulties experienced included the transition from family to hospital medicine, the challenges of night duties and the lack of learning during ward rounds, proposed improvements comprised increased emphasis on outpatient sessions for training, placements in more than just one sub-specialty and close guidance and supervision during duties. Conclusion: Despite high satisfaction ratings for teaching during medicine rotations during 2020-21, a number of important difficulties were identified and crucial improvements suggested by GP trainees. Recommendations: Medicine posts during the STPFM can be improved as teaching experiences for GP trainees through enhanced supervision, hands-on outpatient teaching, wider sub-specialty exposure and the introduction of training in telemedicine to complement face-to-face clinical practice.
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... To ensure the quality and success of teaching programmes, evaluation is an important tool, not only for teaching in general (Morrison, 2003) but also for family doctor training in particular (Karim, et al., 2013). While studies have been carried out over the years to evaluate the STPFM (Sammut, 2009;Sammut and Abela, 2013;Sammut and Abela, 2019), training posts are reviewed regularly by GP trainees who are mandated to fill in evaluation forms on the educational ePortfolio. ...
Comparing GP trainees’ evaluations of placements within Malta’s Specialist Training Programme in Family Medicine before and after a COVID-19 pandemic related break in training
Article
Full-text available
  • Dec 2021
Background: Malta’s Specialist Training Programme in Family Medicine lasts for three years, made up of three six-month training posts in family medicine interspersed with other-speciality placements lasting eighteen months in all. As a result of the COVID-19 pandemic, all training was suspended from 23 March to 5 July 2020. Objective: A comparison of GP trainees’ evaluations of their training placements during the six-month periods before and after the training break was carried out to identify if and how training was affected by the pandemic and what corrective measures or improvements were needed. Method: Training placements are evaluated by GP trainees through online forms on their ePortfolio. The information from these forms was transcribed into Microsoft Excel to enable quantitative and qualitative analysis. Feedback given for posts during October 2019 to March 2020 (i.e. prior to the COVID-19 enforced break in training) was compared with that given during July-December 2020. Results: GP trainees were satisfied overall with the teaching provided during the family practice and other-speciality posts. Post-break satisfaction ratings in government health centres rose while those for private general practice declined, both as a consequence of the pandemic. While a post-break drop in satisfaction ratings for Paediatrics was attributed to the pandemic, similar declines for Taster and Orthopaedics posts were unrelated. Conclusion: The COVID-19 pandemic affected teaching in government practice positively through reducing patient numbers, which allowed a better training environment. Private practice was affected negatively by the pandemic, namely through limited clinical scenarios for teaching. The post-break drop in ratings for Paediatrics also was attributed to the pandemic which reduced outpatient attendance, doctor-patient interaction and consultation dynamics. Recommendation: Training during placements within the STPFM can be improved and safeguarded from negative factors such as a pandemic if administrators endeavour to enhance the educational environment.
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... General practice has different models of education, staffing, financing and guidelines, and it cannot be assumed that interventions will readily translate from one sector or country to another. 672 -The people using services have a key role to play in improving the quality of general practice care. This may be through providing feedback about what is currently working well and not so well; suggesting ideas for change or working in partnership as part of care delivery and service redesign teams. ...
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... A fundamental part of any educational course is evaluation, with the aim of improving the quality of the education delivered (Karim, et al., 2013). An evaluation was carried out of the trainer CPD sessions on assessment skills held during 2019 to improve the quality of the CPD training that was provided. ...
Quality improvement through evaluation of GP trainers' continuing professional development in Malta
Article
Full-text available
  • Dec 2020
Background: Mandatory trainer continuing professional development (CPD) sessions were held during 2019 for each GP trainer actively involved in the Specialist Training Programme in Family Medicine-Malta. Objective: GP trainer CPD sessions were evaluated to improve the quality of the provided CPD that was intended to refine their assessment skills. Method: Participants were sent a link to an electronic feedback form to complete anonymously using Google Forms. The responses were exported into Microsoft Excel to enable analysis, both quantitatively and qualitatively using item content analysis. Results: Twenty-six GP trainers completed the feedback questionnaire, giving a response rate of 46%. Positive comments were made regarding the relevance and group dynamics of the sessions (marked as 3 or more out of 5) and the ensuing discussion and interaction (81%). Moreover, 42% stated that they would not change anything about the CPD sessions, while 23% gave different comments about their timing. Educational needs identified by participants ranged from technical help (42%) to providing trainee guidance (35%) and self-development (12%). While 38% of respondents wanted further training in assessment and marking, 27% wished to broaden training to include other teaching topics. Conclusion: Since the 2019 trainers' CPD sessions were well-received, it was proposed that in 2020 the topic of assessment should be tackled in more depth, with fine-tuning made of the sessions' facilitation and timing. Trainer CPD sessions to be held after 2020 could incorporate further recommended topics that are set at different levels for participants with varying levels of knowledge and skills.
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... With respect to barriers and facilitators to CPD participation, lack of time and funding issues were cited as important factors, which is consistent with international data reported elsewhere. 2,12,20,22 Respondents strongly favoured provision of hands-on practical sessions and face-to-face CPD offerings. Conversely, the online-only CPD offering was generally not regarded as an attractive mode of delivery although the blended learning option was better received. ...
Continuing professional development and Irish hospital doctors: A survey of current use and future needs
Article
Full-text available
  • Jul 2017
Doctors rate clinical relevance and applicability as the most important determinants of continuing professional development (CPD) course selection. This study examined patterns of current CPD practice and perceived CPD needs among hospital doctors in Ireland across various clinical specialties. A cross-sectional survey was administered to doctors, focusing on the areas of training needs analysis, CPD course content and preferred course format. In total, 547 doctors identified doctor-patient communication as the skill ranked highest for importance and level of current performance. Workload/time organisation and stress management were areas where a skills deficiency was identified. Non-clinical CPD topics, including resilience training, management and communication skills, were preferred areas for future CPD offerings. All respondents favoured interactive, hands-on sessions. CPD course completion and preference patterns differed significantly across clinical specialties. These results highlight the importance of considering the individual needs and preferences of clinicians across clinical specialties to facilitate more effective CPD programmes .
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Continuing Professional Teacher Development (CPTD): A National and International Perspective
Article
Full-text available
  • May 2017
The professional development of a teacher is dependent on the opportunities provided by the Continuing Professional Development (CPD) as mandated by the South African National Policy Framework for Teacher Education and Development (2007), in South African public schools. This paper reviews national and international perspectives on continuing professional teacher development with the aim of drawing on conceptual understandings of national and international views on teachers’ professional development. The literature review approach is used to discuss the concept of professional development, types of professional development, the benefits of continuing professional development, factors promoting continuing professional development and the mitigating challenges of continuing professional development. The focus of professional development is undergirding by professional learning which aims at empowering teachers so that they can confront issues related to their professional practice. A reflection on the challenges of CPTD in relation to its implementation at school-level.
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Impact of Formal Continuing Medical Education
Article
Full-text available
  • Sep 1999
Context Although physicians report spending a considerable amount of time in continuing medical education (CME) activities, studies have shown a sizable difference between real and ideal performance, suggesting a lack of effect of formal CME.Objective To review, collate, and interpret the effect of formal CME interventions on physician performance and health care outcomes.Data Sources Sources included searches of the complete Research and Development Resource Base in Continuing Medical Education and the Specialised Register of the Cochrane Effective Practice and Organisation of Care Group, supplemented by searches of MEDLINE from 1993 to January 1999.Study Selection Studies were included in the analyses if they were randomized controlled trials of formal didactic and/or interactive CME interventions (conferences, courses, rounds, meetings, symposia, lectures, and other formats) in which at least 50% of the participants were practicing physicians. Fourteen of 64 studies identified met these criteria and were included in the analyses. Articles were reviewed independently by 3 of the authors.Data Extraction Determinations were made about the nature of the CME intervention (didactic, interactive, or mixed), its occurrence as a 1-time or sequenced event, and other information about its educational content and format. Two of 3 reviewers independently applied all inclusion/exclusion criteria. Data were then subjected to meta-analytic techniques.Data Synthesis The 14 studies generated 17 interventions fitting our criteria. Nine generated positive changes in professional practice, and 3 of 4 interventions altered health care outcomes in 1 or more measures. In 7 studies, sufficient data were available for effect sizes to be calculated; overall, no significant effect of these educational methods was detected (standardized effect size, 0.34; 95% confidence interval [CI], −0.22 to 0.97). However, interactive and mixed educational sessions were associated with a significant effect on practice (standardized effect size, 0.67; 95% CI, 0.01-1.45).Conclusions Our data show some evidence that interactive CME sessions that enhance participant activity and provide the opportunity to practice skills can effect change in professional practice and, on occasion, health care outcomes. Based on a small number of well-conducted trials, didactic sessions do not appear to be effective in changing physician performance.
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Perceptions of continuing medical education, professional development, and organizational support in the United Arab Emirates
Article
Full-text available
  • Sep 2010
  • J CONTIN EDUC HEALTH
This paper investigates the views of health care providers on continuous medical education (CME). To our knowledge, this is one of the first surveys to examine perspectives of CME in the United Arab Emirates (UAE). A 6-part questionnaire focused on the following areas of CME: the workshop leaders/trainers, the training experience, the relevance of CME information provided in the training session, the training approach, the convenience of CME sessions, and organizational support. Results from 147 respondents indicated moderate satisfaction with these 6 CME areas. Respondents did not indicate satisfaction with organizational support received. Furthermore, participants agreed with the importance of CME to professional development. In our sample of UAE health care workers, they agree on the importance and relevance of CME to the development of their profession, even though the majority of health care workers are expatriates. However, several issues must be addressed, such as organizational, logistical, and financial support to attend CME programs. These issues must be addressed in order to sustain the viability of healthcare workers attending CME.
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Evaluation of the effects of the Advanced Paediatric Life-Support course
Article
Full-text available
  • Jan 2008
Doctors are generally unacceptably poor at resuscitation and this has been shown to lead to unnecessary mortality. This problem has led to the development of structured resuscitation training in the form of life-support courses, which have become very popular and are widely advocated, but which are expensive in time and money. This thesis looks at some of the mechanisms by which life-support courses can be effective, focusing primarily on the issues of self-efficacy and retention Ultimately life-support courses should improve patient outcome. A model of the mechanism by which this can occur is presented. Both knowledge in the widest sense and attitudes need to be positively influenced in order for transfer of new learning to clinical practice to occur. Only then can patient outcome be influenced by improvements in patient care or its organisation. Self-efficacy is a psychological construct which refers to a person’s belief in their ability to deal with situations effectively and is believed to be of importance in fostering transfer. The effect of self-efficacy on transfer was explored studies of doctors using paediatric resuscitation knowledge and skills. An instrument to measure self-efficacy in this context was developed and validated. It was found that the Advanced Paediatric Life Support (APLS) course has a significant effect on self-efficacy in relation to paediatric resuscitation tasks, but that this did not lead to an overall increase in use of the relevant skills, which may have been related to lack of opportunity to use them. However, when doctors were presented with such an opportunity during a simulation, a clear relationship between self-efficacy and skill-use emerged. During the above mentioned studies it was again confirmed that that doctors are generally poor at resuscitation. However, those who had followed the APLS generally performed better, although this does not prove a causal relationship between the APLS and clinical competence. In a separate study, testing at intervals was found to have a positive effect on retention following a life-support course in a group of students who had followed a life-support course. Such spaced testing appears to be particularly good at improving retention of factual knowledge, but might have a less noticeable effect on problem-solving ability, possibly because this is better retained anyway. Although it is uncertain whether performance of many emergency interventions is significantly influenced by the extent of a doctor’s factual knowledge, the problem of attrition of knowledge following training is real. It is concluded that retention should receive more attention during and following life-support courses, starting with the reformulation of learning objectives to include an element of retention. The major conclusion of this thesis is that self-efficacy is an important aspect of training in emergency medicine which can be usefully modified by life-support courses in ways which might improve clinical competence. Most life-support courses employ teaching methods which can improve self-efficacy, but hitherto these have been employed in an uncontrolled and largely unconscious fashion. Self-efficacy deserves more attention in (re-)formulating the learning objectives of life-support courses. These objectives should also be formulated to include an element of retention.
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Quality issues in continuing medical education in Saudi Arabia
Article
Full-text available
  • Sep 2008
The issue of continuing medical education (CME) in Saudi Arabia is no longer quantity but rather quality. Quality Management (QM) of the current huge number of CME activities is essential to ensure its merits and outcomes. Sound evaluation is the cornerstone of any QM process to CME. However, issues related to models of evaluation, CME stakeholders, principles of adult learning and assessment should be consid--ered before deciding on the type of evaluation appropriate for QM of CME. Our aim is to draw attention to the importance of developing a QM process for CME that is valid, reliable, feasible and acceptable to dif--ferent CME stakeholders. The huge volume of CME programs needs QM to ensure its utility for healthcare providers and consumers. Understanding relevant evaluation models and the complexity of evaluating CME is a necessary step towards appropriate action.
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A meta-analysis of continuing medical education
Article
  • Dec 2007
  • J CONTIN EDUC HEALTH
Introduction: We undertook a meta-analysis of the Continuing Medical Education (CME) outcome literature to examine the effect of moderator variables on physician knowledge, performance, and patient outcomes. Methods: A literature search of MEDLINE and ERIC was conducted for randomized controlled trials and experimental design studies of CME outcomes in which physicians were a major group. CME moderator variables included the types of intervention, the types and number of participants, time, and the number of intervention sessions held over time. Results: Thirty-one studies met the eligibility criteria, generating 61 interventions. The overall sample-size weighted effect size for all 61 interventions was r = 0.28 (0.18). The analysis of CME moderator variables showed that active and mixed methods had medium effect sizes (r = 0.33 [0.33], r = 0.33 [0.26], respectively), and passive methods had a small effect size (r = 0.20 [0.16], confidence interval 0.15, 0.26). There was a positive correlation between the effect size and the length of the interventions (r = 0.33) and between multiple interventions over time (r = 0.36). There was a negative correlation between the effect size and programs that involved multiple disciplines (r = -0.18) and the number of participants (r = -0.13). The correlation between the effect size and the length of time for outcome assessment was negative (r = -0.31). Discussion: The meta-analysis suggests that the effect size of CME on physician knowledge is a medium one; however, the effect size is small for physician performance and patient outcome. The examination of moderator variables shows there is a larger effect size when the interventions are interactive, use multiple methods, and are designed for a small group of physicians from a single discipline.
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Effective continuing education: The CRISIS criteria
Article
  • Oct 1992
The need for continuing medical education (CME) is now well recognized. The challenge is to make it effective. CRISIS, an acronymn, stands for the criteria which must be met to produce effective CME programmes: convenience, relevance, individualization, self-assessment, interest, speculation and systematic. CRISIS is a practical tool, based on 15 years of experience in the production and evaluation of CME programmes at the Centre for Medical Education, University of Dundee. The application of the CRISIS criteria to a CME programme will highlight any areas needing improvement and will guide programme producers in the creation of new CME materials. It will also help those responsible for planning CME activities to choose from a range of existing programmes.
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