Continuing Medical Education in Neurology

2018 ◽  
Vol 38 (04) ◽  
pp. 479-485 ◽  
Author(s):  
Darya Khazanova ◽  
Joseph Safdieh

AbstractContinuing medical education (CME) is designed to keep physicians up-to-date on ever-changing practices and guidelines to provide patients with high quality care. CME is especially important in the field of neurology due to rapidly evolving knowledge and medical advances, and is a required element of maintenance of certification. CME itself has evolved from a passive, didactic approach to a learner-centered approach which utilizes new technologies, online learning, and simulations. CME improves knowledge, skills, and, to a lesser extent, patient outcomes, with multimodal, interactive interventions found to be most effective in teaching health care professionals. However, little data are available on CME in neurology. There is a significant gap in knowledge about CME interventions that work for neurologists. Rigorous education research, as well as making effective CME interventions more readily available to neurologists, is critical to optimize lifelong learning of physicians in the field of neurology.

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms

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.


2019 ◽  
Author(s):  
Martin C. Michel ◽  
Jaan Toelen ◽  
Bertrand Tombal ◽  
Vassilios Papalois ◽  
Peter Littlejohns ◽  
...  

Abstract Continuing medical education (CME) as part of life-long learning in medicine should focus on patient outcomes and appropriate care by increasing knowledge, competence and/or performance of clinicians. In this article, we present the views of the different stakeholders on the future of CME, presented at the ISSECAM colloquium held in December 2018. Within the framework of the colloquium, a survey was done asking health care professionals about their learning practices. We present an integrated summary of the attendees’ views and survey results. Key elements for effective learning in CME and how they can be implemented have been identified. Increased interactivity and focus on real-life practice seem to have the highest likelihood to induce behavioural changes. In addition, online CME activities will steadily gain more weight in the learning curriculum of medical practitioners. CME providers should take these elements (interactivity, real-life practice, online) into consideration when designing their different activities.


2011 ◽  
pp. 528-535
Author(s):  
Stefane M. Kabene ◽  
Jatinder Takhar ◽  
Raymond Leduc ◽  
Rick Burjaw

As with many disciplines, the fields of healthcare in general and medicine, in particular, have made vast strides in improving patient outcomes and healthcare delivery. But, have healthcare professionals and medical academia been able to maximize the utilization of new technologies to improve the delivery of the right knowledge, to the right people, at the right time across geographical boundaries? In order to provide the best quality of care, regardless of patient or provider location, specific issues must be addressed.


Author(s):  
Stefane M. Kaben ◽  
Jatinder Takhar ◽  
Raymond Leduc ◽  
Rick Burjaw

As with many disciplines, the fields of healthcare in general and medicine, in particular, have made vast strides in improving patient outcomes and healthcare delivery. But, have healthcare professionals and medical academia been able to maximize the utilization of new technologies to improve the delivery of the right knowledge, to the right people, at the right time across geographical boundaries? In order to provide the best quality of care, regardless of patient or provider location, specific issues must be addressed.


2016 ◽  
Vol 3 (6) ◽  
pp. 481-485
Author(s):  
Kevin R. Loughlin ◽  
Tom Granatir ◽  
Gerald H. Jordan

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