scholarly journals Present status and constitutional remedies of continuing medical education in Korea

2020 ◽  
Vol 63 (12) ◽  
pp. 776-781
Author(s):  
Sang Hyun Kim ◽  
Jung Yul Park
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Continuing Medical Education ◽  
Self Regulation ◽  
Continuing Professional Development ◽  
International Standards ◽  
Historical Background ◽  
Global Standards ◽  
Medical Education System ◽  
High Level

The purpose of this study is to identify the historical background and status of continuing medical education (CME) in Korea, and to establish a method for improving CME in the future. Currently, the CME in Korea presents several problems that need to be addressed, such as the appropriateness of the annual required credits, maintenance of simple refresher training, insufficient online education, and evaluation and accreditation of educational institutions. Solutions are offered in the form of increased time for the required credits, introduction of social competency topics and education methods, improvement of online education, evaluation to improve the quality of CME, and introduction of a systematic and appropriate evaluation and accreditation system. CME and continuing professional development (CPD) are not only obligations stipulated in the medical law, but also professional requisites in terms of securing autonomy through self-development and self-regulation. It aims to enlighten the high level of professionalism required by the international community. It is an essential requirement and ultimately promotes and protects the physical, mental, and social health of people worldwide. In order to cope with the international standards of CME/CPD that ensure high quality treatment and patient safety, it is crucial to reform the continuing medical education system by securing the physicians’ professionalism. To this end, authors propose the improvement and implementation of CME system in Korea based on internal review and benchmarks of the internationally recognized CME/CPD systems that meet global standards.

scholarly journals Implementation of provider accreditation in Ukraine: the role and responsibilities of providers in continuing medical education/continuing professional development

2020 ◽  
pp. 7-15
Author(s):  
R.V. Marushko ◽  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Continuing Professional Development ◽  
International Community ◽  
International Standards ◽  
Medical Professionals ◽  
Accreditation System ◽  
Highly Qualified ◽  
Educational Activities

In order to provide the best possible care for patients, medical professionals must constantly learn. Exactly through continuing education that medical workers improve their professionalism in practice. The key link in the system of continuing medical education (CME), continuous professional development (CPD) is a provider or organizer of educational activities, an organization that plans, organizes and conducts educational events for medical professionals. The main requirements for the activities of providers or organizers of CME-CPD are impartiality, independence in planning, preparing and conducting educational events on a regular basis, at a high professional level with the involvement of highly qualified specialists. Purpose — to describe the role of providers in the CME-CPD system, their responsibility in complying with the requirements and standards of accredited education, the peculiarities of their activities during the reform of medicine in Ukraine and integration into the international community in the field of CME-CPD. The recommendations, provided in the article, can be used by CME-CPD participants or stakeholders who are aimed at actively participating in the implementation of a new accreditation system, namely, provider accreditation with its subsequent support and development. On the way to achieving stable results in the organization of CME-CPD, it is important for Ukraine to join the international community of organizations working in the field of CME-CPD, by introducing a new accreditation system, namely, provider accrediting and achieving it substantial equivalence to international standards. No conflict of interest were declared by the author. Key words: continuing professional development, continuing medical education, accreditation, provider, medical specialists, educational activities.

scholarly journals MEDICAL EDUCATION IN UKRAINE: WORLD TRENDS, EUROPEAN IDENTITY AND NATIONAL PRIORITIES

2019 ◽  
pp. 7-15
Author(s):  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Academic Staff ◽  
National Policy ◽  
Continuing Professional Development ◽  
Medical Schools ◽  
Educational Programme ◽  
International Standards ◽  
World Federation ◽  
Global Standards

The author presents the concept of the study of medical education in Ukraine, which is characterized by systemic integrity and procedural continuity in the organic unity of general, special, specific and personally oriented components. The emphasis is on the world and European trends in higher education. The article analyzes the main contexts of reforming the medical education in Ukraine, determined by the processes of globalization, internationalization, standardization of higher education. A number of trends have emerged over the past several decades including an increase in the number of medical schools, medical school class size, new models of global medical education. Findings from this study include information about the landscape of medical education, medical schools programmes according to the ISCED-F2013. The article presents meaningful description of the Master’s programme in Global Health. The article considers the idea that qualitative changes in medical education are determined by national policy of Ukraine, that is aimed at continuing professional development of health and healthcare professionals. The article highlights the international standards of World Federation for Medical Education (triplets «International standards of medical education» 2003), Standards and Guidelines for Quality Assurance in the European Higher Education Area, on the basis of which the reform of medical education takes place in Ukraine. The purpose of the Programme on Global Standards was to provide a tool for quality improvement in medical education. This paper has presented an overview of the main areas of WFME standards in basic medical education related to the evaluation and improvement of quality at the level of the medical institution: mission and objectives; educational programme; assessment of students; student’s affairs; academic staff/faculty; educational resources; programme evaluation; government and administration; and the continuous renewal. From the material presented in this paper, the following theme may require further attention: examining Quality Culture formation in medical education.

Abstract 168: Impact of Continuing Medical Education on the Treatment of Hypertriglyceridemia with Omega-3 Fatty Acids

2016 ◽  
Vol 9 (suppl_2) ◽  
Author(s):  
Amy Larkin ◽  
Michael LaCouture ◽  
George Boutsalis ◽  
Harold Bays
Keyword(s):  
Fatty Acids ◽  
Medical Education ◽  
Fatty Acid ◽  
Online Education ◽  
Continuing Medical Education ◽  
Primary Care Physicians ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
Omega 3 Fatty Acid

Introduction: The less prominent role of triglycerides in determining cardiovascular risk keeps these lipids from being top-of-mind for practicing clinicians, yet epidemiologic data affirm that hypertriglyceridemia contributes to atherosclerotic disease development and progression. We sought to determine if online continuing medical education (CME) could improve the clinical knowledge and competence of primary care physicians (PCPs) and cardiologists regarding hypertriglyceridemia and the use of omega-3 fatty acids in its treatment. Methods: The effects of two educational interventions about advances in hypertriglyceridemia treatment (activity 1) and educating patients about omega-3 fatty acid products (activity 2) were analyzed to determine efficacy of online education presented in the form of online video-based roundtable discussions. The activities launched online in May and June, 2015 respectively, and data were collected through July, 2015. The effects of education were assessed using knowledge- and case-based matched pre-assessment/post-assessments. The effect sizes were calculated with Cohen’s d (> 0.8 is large, 0.8-0.4 is medium, and < 0.4 is small). Results: In total, 842 PCPs and 75 cardiologists who completed all pre/post assessment questions in any of the two activities during the study period were included in analyses. Significant overall improvements were seen for PCPs (activity 1: n = 452, P <.05, effect d= 0.68; activity 2: n = 390, P <.05, effect d= 0.96) and cardiologists (activity 1: n = 35, P <.05, effect d= 0.77; activity 2: n = 40, P <.05, effect d= 0.9). Compared with baseline, specific areas of improvements include: • 22% more PCPs and 31% more cardiologists identified weight loss as a nonpharmacological intervention that can effectively lower triglyceride levels for overweight/obese patients with hypertriglyceridemia, (both P < .05) • 35% more PCPs and 32% more cardiologists identified the appropriate dosing of prescription omega-3 fatty acids (both P <.05) • 23% more PCPs ( P < .05) and 20% more cardiologists ( P =.068 ) recognized that reducing the risk for pancreatitis is a primary medical objective in patients with severe elevations in triglyceride levels Areas identified as needing additional education include: • 57% of all physicians remain unaware that omega-3 fatty acids reduce apolipoprotein C3 • 61% of PCPs and 60% of cardiologists did not demonstrate a thorough understanding of the differences between prescription omega-3 fatty acids and omega-3 supplements Conclusion: This study demonstrates the success of a targeted educational intervention with two educational components on improving knowledge, competence, and clinical decision-making of PCPs and cardiologists regarding hypertriglyceridemia treatment and the role of omega-3 fatty acid products in its treatment.

scholarly journals Online Medical Education for Doctors: Identifying Potential Gaps to the Traditional, Face-to-Face Modality

2019 ◽  
Vol 6 ◽  
pp. 238212051982791 ◽  
Author(s):  
Chris O Ifediora
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
Easy Access ◽  
Face To Face ◽  
Education And Health ◽  
House Call ◽  
After Hours

Background: Online education options increasingly complement traditional face-to-face (F2F) approaches. Few studies have compared both formats on doctors, and little evidence exists to prove that the online approach is universally effective. This gap needs to be addressed to ensure that the quality of education and health care delivery is not compromised. Methods: A quantitative survey targeting 881 doctors that required online and F2F teaching sessions offers identical contents over a 12-month period. The surveyed doctors work in the Australian after-hours house-call (AHHC) industry, and the teachings were parts of their continuing professional development activities. Results: In all, 89 responses were received; 10 (11.2%) participated exclusively online, while 23 (25.8%) did so by F2F; 52 (58.4%) engaged through both modalities. No statistical differences existed based on sex, specialty, and post-graduate fellowship status, as well as on the perceptions with teaching structure, contents, and duration of the education programmes. However, F2F-only doctors were likely to be junior and younger than 40 years (odds ratio [OR]: 3.85; P = .01). They also admit easy access to effective teaching environment (OR: 4.07; P = .01) and receive better feedbacks (OR: 3.75; P = .01). Conversely, online-only participants were more likely to combine AHHC duties with regular-hours general practice (OR: 0.15; P = .02) and are generally more satisfied with the programme frequency (OR: 6.90; P = .01). Conclusions: On multiple areas, no differences exist in the medical education delivered by online and the F2F methods to doctors and both should be encouraged. However, younger and junior practitioners, who tend to need feedbacks on their jobs, should participate more in the F2F sessions.

scholarly journals Roles and Responsibilities in the Provision of Accredited Continuing Medical Education/Continuing Professional Development

2017 ◽  
Vol 6 (1) ◽  
pp. 1314416 ◽  
Author(s):  
Reinhard Griebenow ◽  
Craig Campbell ◽  
Graham T. McMahon ◽  
Kate Regnier ◽  
Jennifer Gordon ◽  
...  
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Continuing Professional Development ◽  
Roles And Responsibilities
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