Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education

2018 ◽  
Vol 20 (3) ◽  
Author(s):  
Donald M. Hilty ◽  
Carolyn Turvey ◽  
Tiffany Hwang
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Clinical Practice ◽  
Lifelong Learning ◽  
Continuing Medical Education ◽  
Telebehavioral Health

On Being a Physician

2015 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This chapter contains 6 references and 5 MCQs.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

On Being a Physician

2013 ◽  
Author(s):  
Elizabeth G Nabel
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Lifelong Learning ◽  
Communication Skills ◽  
Medical Practice ◽  
Medical Knowledge ◽  
Health Care Team ◽  
Medical Professionalism ◽  
Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This review contains six references.

scholarly journals 144 A Clinical Practice Assessment In Tardive Dyskinesia: Are Physicians Up-to-Date?

CNS Spectrums ◽  
2018 ◽  
Vol 23 (1) ◽  
pp. 89-90
Author(s):  
Jovana Lubarda ◽  
Stacey Hughes ◽  
Christoph U. Correll
Keyword(s):  
Risk Factors ◽  
Medical Education ◽  
Clinical Practice ◽  
Tardive Dyskinesia ◽  
Continuing Medical Education ◽  
Educational Activity ◽  
List Type ◽  
Current Guideline ◽  
Emerging Treatments ◽  
Practice Assessment

AbstractStudy ObjectivesTo assess physicians’ current knowledge, skills, competence, and practice barriers regarding tardive dyskinesia (TD) and assess continuing medical education (CME) needs.Assessment MethodsA 29-question clinical practice assessment survey instrument consisting of multiple-choice knowledge and case-based questions was administered online to gather abaseline “snapshot” of knowledge, skills, attitudes, and competence on TD epidemiology, risk factors, diagnosis, current guideline-based management, and emerging management strategiesThe survey launched online on a website dedicated to continuous professional development on July 25, 2016, and was made available to healthcare providers without monetary compensation or charge. Data were collected through August 28, 2016Confidentiality was maintained and responses were de-identified and aggregated prior to analysesResultsData were collected for the 1157 psychiatrists and 177 neurologists who responded to all survey questions during the study period. The findings were:∙Epidemiology: 62% of psychiatrists and 68% of neurologists were aware that TD affects approximately 20% of patients treated with neuroleptic agents∙Risk factors: 63% of psychiatrists and 67% of neurologists were aware of risk factors for TD, such as older age∙Diagnosis: 93% of psychiatrists and 71% of neurologists were aware that Abnormal Involuntary Movement Scale (AIMS) can be used to support diagnosis of TD∙Guidelines: 21% of psychiatrists and 11% of neurologists were aware of the American Psychiatric Association guidelines for monitoring of TD, and 56% of psychiatrists and 42% of neurologists were aware of the American Academy of Neurology guidelines on treatment of TDNew/emerging treatments: 24% of psychiatrists and 34% of neurologists were aware of the mechanisms of action of new/emerging treatments for TD, and 54% and 44%, respectively, were aware of the clinical data for valbenazineConclusionsThis educational research yielded important insights into clinical practice gaps in TD, indicating that both psychiatrists and neurologists would benefit from continuing medical education on epidemiology, risk factors, diagnosis, guideline-based care, and information on how to incorporate new/emerging treatments for TD into practice.Funding AcknowledgementsThe educational activity and outcomes measurement were funded through an independent educational grant from Neurocrine Biosciences, Inc.

Nutrition Science for Health and Longevity: What Every Clinician Needs to Know

2021 ◽  
Author(s):  
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Food Insecurity ◽  
Motivational Interviewing ◽  
Continuing Medical Education ◽  
Nutrition Knowledge ◽  
Nutrition Science ◽  
Clinical Scenarios ◽  
Nutrition Course ◽  
Solid Foundation

This online nutrition course for clinicians, approved for 4 hours of continuing medical education, is designed to provide a solid foundation of clinically relevant nutrition knowledge, and outlines practical strategies to incorporate nutritional counseling into a busy clinical practice. Course elements include: 1) Clickable links to more than 100 key references; 2) Sections on clinician self-care, fad diets, screening for patients with food insecurity, and motivational interviewing; 3) Over 20 immersive clinical scenarios; 4) Downloadable summaries of each section with key takeaways.

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