formation continue_articles http://feed.informer.com/digests/ZWX6GKNLRL/feeder formation continue_articles Respective post owners and feed distributors Thu, 02 Aug 2018 19:44:54 +0000 Feed Informer http://feed.informer.com/ Nurse preceptors' experience‐based strategies for supporting learning in the ambulance service—A combined focus group and dyadic interview study. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156769447&site=ehost-live S3 OR S6 on 2018-01-16 11:05 AM urn:uuid:a85a8f37-c5a2-433d-f259-27c63d3b507e Wed, 01 Jun 2022 04:00:00 +0000 Journal of Advanced Nursing (John Wiley & Sons, Inc.); 06/01/2022<br/>(AN 156769447); ISSN: 03092402<br/>CINAHL Complete Barriers in education and professional development of Belgian medical imaging technologists and nurses working in radiotherapy: A qualitative study http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emexb&AUTOALERT=293778264%7c1 RSS formation continue EMBASE urn:uuid:e11b2f9b-0136-7d91-66d8-0bd0dd7de067 Sat, 21 May 2022 08:18:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Sousa F.,Vaandering A.,Couto J.G.,Somoano M.,Van Gestel D.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Radiography,Radiography</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emexb&amp;AUTOALERT=293778264%7c1">Barriers in education and professional development of Belgian medical imaging technologists and nurses working in radiotherapy: A qualitative study</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>3</span> </div> <div class="field" > <strong>Volume:</strong> <span>28</span> </div> <div class="field" > <strong>Abstract:</strong> <span>Introduction: Radiotherapy (RT) professionals are not officially recognised or have formal education in many countries, with RT being often a very short component of a broader programme. This study aims to investigate Belgian stakeholders&apos; perpectives regarding existing barriers and solutions for the education and professional development of Radiation therapists (RTT) which regroups medical imaging technologists (MIT) and nurses working in RT. &lt;br/&gt;Method(s): Nine experts with vast experience in RT were invited to be interviewed; eight participated (4 heads of the RT departments, 2 school representatives, 2 national society&apos;s representatives). A semi-structured questionnaire was used. The first two authors open-coded all interviews using thematic analysis. &lt;br/&gt;Result(s): Five themes and eleven sub-themes were drawn from the analysis. Belgian MIT and nurses in RT perform the same roles, but have different educational backgrounds. The barriers in education and professional development are related to law, education landscape, economics, social-cultural context, politics and professional identity. The main difference between the French and Dutch-speaking parts of the country were at the education level. The proposed solutions included modifying the legislative framework surrounding the RTT profession, setting up financial support, formalizing the educational requirements and increasing professional awareness. Future strategies might include the development of advanced roles and responsibilities. &lt;br/&gt;Conclusion(s): Current law, educational landscape and lack of economic support were the main barriers identified. Except for the educational background, no fundamental differences were found between nurses and MIT in the French and Dutch-speaking parts. Perspectives for both professional groups are linked to future legislative and financial actions, the stakeholders involved and a clear strategic vision. In the upcoming years, increased responsibilities and the creation of a master&apos;s degree should be foreseen. Implications for practice: Regulation of RTT profession and education and an increase in RT-specific training must be implemented in Belgium to ensure professional development and optimized treatment delivery.&lt;br/&gt;Copyright &amp;#xa9; 2022 The College of Radiographers</span> </div> Assessing Attitudes About Returning to In-person Learning Among Physician Assistant Students Using Q Methodology http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emexb&AUTOALERT=293778264%7c2 RSS formation continue EMBASE urn:uuid:edab6c90-f0b5-7199-64ca-312458e83ba2 Sat, 21 May 2022 08:18:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Wehrman G.J.,Agosto E.R.,McNulty M.A.,Rebman R.L.,Byram J.N.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emexb&amp;AUTOALERT=293778264%7c2">Assessing Attitudes About Returning to In-person Learning Among Physician Assistant Students Using Q Methodology</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>INTRODUCTION: The onset of the COVID-19 pandemic resulted in a large shift to virtual learning, particularly in higher education. Now, with many institutions returning to the classroom or a hybrid structure, students are re-adjusting to in-person learning. However, students may have new concerns regarding their education given the ongoing risk posed by COVID-19, particularly social and professional disruptions. In this study, we assess student concerns related to the return to in-person learning among Physician Assistant (PA) students using Q methodology (QM). &lt;br/&gt;METHOD(S): This IRB-approved study had PA students sort and rank a set of 43 statements to which they most strongly disagreed to agreed. Statements were generated to encompass a comprehensive list of concerns PA students may have returning to in-person programming during the COVID-19 pandemic. Students in all cohorts (PA1-PA3) were invited to participate in a survey that included demographic information, a QM sorting activity, and free responses to explain their strongest rankings. The sorts were analyzed using PQMethod 2.35 program and a factor analysis was performed using the recommended settings. Written statements were analyzed using a thematic analysis to assist in interpretation of the QM. &lt;br/&gt;RESULT(S): A total of 15 students across all cohorts completed the Q sort (13%). QM sorted the students into one of three statistically significant groups that varied in cohort composition: Employment Concerns (n=6), Social Readjustments (n=5), and Missed Opportunities (n=2). Two students did not load onto a factor. Students in the Employment Concerns group worried about job prospects after graduation and increased risk of COVID-19 exposure and exposing others. Students in the Social Readjustment group were most concerned about changing routine, re-building relationships, and returning to classroom learning. The Missed Opportunities group were concerned about missed time in clinic and networking, and how that might affect jobs. Free responses supported the QM results and indicated participants were most concerned with the pandemic&apos;s impact on future employment across all cohorts. These concerns primarily consist of the availability of positions and perceived negative impacts on their training by future employers. DISCUSSION: PA students concerns regarding return to in-person instruction transcended cohort and environment. This suggests PA students share similar types of concerns about daily activities and their future as a PA regardless of whether they are in gross anatomy lab or the clinic. Increased exposure was only perceived as a concern for a small group of students as it related to the availability of PPE while for others this concern was mitigated by the availability of vaccines and COVID-19 testing. SIGNIFICANCE: The results of this study will inform instructors and program directors of perceived concerns that may be unique to the pandemic. Thus, allowing these concerns to be addressed to limit their potential impact on the learning environment and, ultimately, student well-being.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div> The Relationship between Gross Anatomy Performance and the Learning and Study Strategies Inventory (LASSI) Among Physician Assistant Students http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emexb&AUTOALERT=293778264%7c3 RSS formation continue EMBASE urn:uuid:cfb4a2c4-a70b-6eae-a96e-902d4fbba83b Sat, 21 May 2022 08:18:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Fojas C.L.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>FASEB journal : official publication of the Federation of American Societies for Experimental Biology</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emexb&amp;AUTOALERT=293778264%7c3">The Relationship between Gross Anatomy Performance and the Learning and Study Strategies Inventory (LASSI) Among Physician Assistant Students</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>Supplement 1</span> </div> <div class="field" > <strong>Volume:</strong> <span>36</span> </div> <div class="field" > <strong>Abstract:</strong> <span>BACKGROUND: Self-regulated learning (SRL) is defined as the processes that one carries out to accomplish goals through self-directed use of specific strategies. In essence, it involves how someone becomes the master of their own learning processes and comprises behaviors of skill, will, and self-regulation. Evidence supports that high levels of SRL are correlated with better grades and higher academic achievement. Tools exist to measure SRL in higher education, with the Learning and Study Strategies Inventory (LASSI) being one such tool (Weinstein et al., 2016). It is a 60-item inventory that measures 10 subscales including motivation, anxiety, test strategies, time management, and selecting main ideas. &lt;br/&gt;OBJECTIVE(S): This study aims to address whether there is a correlation between LASSI subscales and gross anatomy performance in a sample of physician assistant (PA) students. While growing numbers of medical and dental programs utilize the LASSI to examine SRL, its use in allied health student populations has not been explored extensively. I hypothesized that there is a positive relationship with anatomy performance and LASSI scales such as motivation, test taking skills, and use of academic resources and a negative relationship with anxiety. &lt;br/&gt;METHOD(S): First year students enrolled in a physician assistant program were invited to participate in the study during the second semester of their first year, following the completion of a four-credit gross anatomy course and other basic science coursework taken during the first semester of the first year. The timing of LASSI administration was chosen as it was thought to more accurately reflect their SRL as a PA student, as opposed to administration upon program entry when it would measure their SRL prior to graduate school. It was a programmatic requirement to complete the LASSI, however participation and use of educational records in the study was voluntary, with written consent given. Spearman correlation was used to evaluate the association between the LASSI subscales and the average grade of four sets of exams (written and practical), as well as final grade. Analyses were performed using SPSS Version 27 and significance level was set at p&lt;0.05. &lt;br/&gt;RESULT(S): A total of 49 students completed the LASSI and 5 students opted out of the study, rendering an 89.8% response rate (n=44). Two LASSI subscales had significant positive correlations with anatomy performance 1) test strategies: exam 1 (r=.618, p&lt;0.01), exam 2 (r=.451, p&lt;0.01), exam 3 (r=.343, p&lt;0.05), exam 4 (r=.325, p&lt;0.01), and final anatomy grade (r=.502, p&lt;0.01) and 2) selecting main ideas: exam 1 (r=.374, p&lt;0.05). CONCLUSION AND IMPLICATIONS: The hypothesis that anatomy performance would be negatively correlated with anxiety and positively correlated with test strategies and other LASSI subscales was partially supported. This preliminary study reveals that only two LASSI subscales had significant positive correlations with anatomy performance: test strategies and selecting main ideas. Anxiety did not have a significant correlation with anatomy performance. It is unsurprising that a relationship exists between test-taking strategies and anatomy grades, and the strength of this relationship decreased as students progressed through the semester. This research suggests that explicit instruction of test taking skills, SRL, and metacognitive awareness early in the curriculum may improve anatomy performance.&lt;br/&gt;Copyright &amp;#xa9; FASEB.</span> </div> From classroom training to e-learning: a journey through the quality of learning life of nurse students in post-graduate education - A longitudinal qualitative study http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emexb&AUTOALERT=293778264%7c4 RSS formation continue EMBASE urn:uuid:d30d9dbb-9e07-cc28-7784-69a1e24e3869 Sat, 21 May 2022 08:18:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Sarli L.,Artioli G.,Bogotto S.,Labelli E.,Pittella F.,Guasconi M.,De Simone R.,De Luca E.,Rossi S.,D&apos;Apice C.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Acta bio-medica : Atenei Parmensis</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emexb&amp;AUTOALERT=293778264%7c4">From classroom training to e-learning: a journey through the quality of learning life of nurse students in post-graduate education - A longitudinal qualitative study</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span>S2</span> </div> <div class="field" > <strong>Volume:</strong> <span>93</span> </div> <div class="field" > <strong>Abstract:</strong> <span>BACKGROUND AND AIM: recent studies regarding COVID-19 experiences of nursing students highlighted the effect of the transition from face-to-face to online education, rather than the complexity of the overall quality of educational life. This study aim investigating of how the students perceive the quality of educational life in the forced online training, searching for any shift of meanings concerning the students learning experience, from the first phase of the sudden transition to online and the online stabilization phase. &lt;br/&gt;METHOD(S): a longitudinal qualitative study, carried during two moments of the online teaching activity forced by COVID-19, the first one in May-June 2020 and the second six months later in January -February 2021. A convenience sample of 24 students attending post-graduate courses for health professions recruited at University of Parma, answered in-depth interviews, videotaped, verbatim transcribed and analyzed using the Braun and Clarke model. &lt;br/&gt;RESULT(S): five themes emerged from meaning shift of data collection: reactions to change in educational life; factors favoring a new quality of educational life; factors hindering the perception of the quality of educational life; adaptation strategies to the new educational life; tools and strategies to facilitate communication and the absence of the classroom. &lt;br/&gt;CONCLUSION(S): participants perceive advantages of online teaching, on quality of their educational life. The issue of how to create opportunities for internship period remains open. Further research to understand online internship and exploring what extent it is essential to propose it in face-to-face modality.</span> </div> The Deception of Certainty: how Non-Interpretable Machine Learning Outcomes Challenge the Epistemic Authority of Physicians. A deliberative-relational Approach http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emexb&AUTOALERT=293778264%7c5 RSS formation continue EMBASE urn:uuid:1592871c-da95-90a7-f435-81100ea70b0d Sat, 21 May 2022 08:18:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Funer F.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Medicine, health care, and philosophy</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emexb&amp;AUTOALERT=293778264%7c5">The Deception of Certainty: how Non-Interpretable Machine Learning Outcomes Challenge the Epistemic Authority of Physicians. A deliberative-relational Approach</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span></span> </div> <div class="field" > <strong>Abstract:</strong> <span>Developments in Machine Learning (ML) have attracted attention in a wide range of healthcare fields to improve medical practice and the benefit of patients. Particularly, this should be achieved by providing more or less automated decision recommendations to the treating physician. However, some hopes placed in ML for healthcare seem to be disappointed, at least in part, by a lack of transparency or traceability. Skepticism exists primarily in the fact that the physician, as the person responsible for diagnosis, therapy, and care, has no or insufficient insight into how such recommendations are reached. The following paper aims to make understandable the specificity of the deliberative model of a physician-patient relationship that has been achieved over decades. By outlining the (social-)epistemic and inherently normative relationship between physicians and patients, I want to show how this relationship might be altered by non-traceable ML recommendations. With respect to some healthcare decisions, such changes in deliberative practice may create normatively far-reaching challenges. Therefore, in the future, a differentiation of decision-making situations in healthcare with respect to the necessary depth of insight into the process of outcome generation seems essential.&lt;br/&gt;Copyright &amp;#xa9; 2022. The Author(s).</span> </div> Effects of web-based learning for nurses on their care for pregnant women with hiesho (sensitivity of hands or feet to cold): A randomized controlled trial http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&MODE=ovid&PAGE=fulltext&NEWS=n&D=emexb&AUTOALERT=293778264%7c6 RSS formation continue EMBASE urn:uuid:1fcfba77-058a-ffd5-e8cc-48ca47814cda Sat, 21 May 2022 08:18:05 +0000 <div class="field" > <strong>Author Names:</strong> <span>Nakamura S.,Takeuchi S.,Hoshino T.,Okubo N.,Horiuchi S.</span> </div> <div class="field" > <strong>Database Source:</strong> <span>Embase Weekly Updates</span> </div> <div class="field" > <strong>Journal Title:</strong> <span>Japan journal of nursing science : JJNS</span> </div> <div class="field" > <strong>Article Title:</strong> <span><a href="http://ovidsp.ovid.com/ovidweb.cgi?T=JS&amp;CSC=Y&amp;MODE=ovid&amp;PAGE=fulltext&amp;NEWS=n&amp;D=emexb&amp;AUTOALERT=293778264%7c6">Effects of web-based learning for nurses on their care for pregnant women with hiesho (sensitivity of hands or feet to cold): A randomized controlled trial</a></span> </div> <div class="field" > <strong>Year:</strong> <span>2022</span> </div> <div class="field" > <strong>Issue:</strong> <span></span> </div> <div class="field" > <strong>Volume:</strong> <span></span> </div> <div class="field" > <strong>Abstract:</strong> <span>AIM: Hiesho is a condition characterized by having a cold sensation in the hands or feet (i.e., sensitivity of the hands or feet to cold). This condition is common among Japanese women and is an important health problem. In this study, we aimed to evaluate a hiesho intervention program for nurses called &quot;Preventing Hiesho: Intervention Program for Educating Nurses&quot; in terms of its effectiveness in improving the knowledge and perceptions of nurses about the importance of hiesho care. &lt;br/&gt;METHOD(S): A total of 130 nurses from Japanese hospitals and clinics providing prenatal care participated in our randomized controlled trial. Sixty-eight nurses participated in the &quot;Preventing Hiesho: Intervention Program for Educating Nurses&quot; for 2weeks (intervention group). Sixty-two nurses received a pamphlet on hiesho care (control group). The responses of the participants to the questionnaire survey were collected by postal mail. An intention-to-treat analysis of the results was conducted. &lt;br/&gt;RESULT(S): One week after the implementation of the web-based learning program, the scores of knowledge and perceptions of the importance of administering hiesho care were significantly higher in the intervention group than in the control group. &lt;br/&gt;CONCLUSION(S): A 2-week web-based learning program for educating nurses on preventing hiesho significantly improved their knowledge and perceptions of the importance of hiesho care.&lt;br/&gt;Copyright &amp;#xa9; 2022 Japan Academy of Nursing Science.</span> </div> Continuing Professional Development - Radiation Therapy https://pubmed.ncbi.nlm.nih.gov/35596575/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220522081502&v=2.17.6 pubmed: (("staff development... urn:uuid:742046b1-5e27-134b-7f4a-d2d1930c0f37 Sat, 21 May 2022 00:00:00 +0000 No abstract <div><p style="color: #4aa564;">J Med Radiat Sci. 2022 May 20. doi: 10.1002/jmrs.592. Online ahead of print.</p><p><b>NO ABSTRACT</b></p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35596575/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220522081502&v=2.17.6">35596575</a> | DOI:<a href=https://doi.org/10.1002/jmrs.592>10.1002/jmrs.592</a></p></div> CME: Haematology (140053): self-assessment questionnaire https://pubmed.ncbi.nlm.nih.gov/35584821/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220520145237&v=2.17.6 pubmed: (("staff development... urn:uuid:b2f95c51-6e60-00f7-06b4-f301c6e7b4be Wed, 18 May 2022 00:00:00 +0000 No abstract <div><p style="color: #4aa564;">Clin Med (Lond). 2022 May;22(3):234-236. doi: 10.7861/clinmed.SAQ.22.3.</p><p><b>NO ABSTRACT</b></p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35584821/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220520145237&v=2.17.6">35584821</a> | DOI:<a href=https://doi.org/10.7861/clinmed.SAQ.22.3>10.7861/clinmed.SAQ.22.3</a></p></div> Training Gross Anatomy Educators: Success of a Radiology Focused Continuing Education Course https://pubmed.ncbi.nlm.nih.gov/35556835/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:f0c0ad5b-3697-ff6c-f66a-ef01c1a75769 Fri, 13 May 2022 00:00:00 +0000 CONCLUSION: Overall, attendees reported an improvement in identifying gross anatomical structures in both normal and abnormal images. They also reported that the course was effective in increasing their knowledge and confidence in radiology. <div><p style="color: #4aa564;">FASEB J. 2022 May;36 Suppl 1. doi: 10.1096/fasebj.2022.36.S1.R3776.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">Continuing education courses provide current and new educators the chance to refresh prior knowledge and acquire new information and skills that can be translated into their own classrooms. In previous years, the University of Alabama at Birmingham has offered didactic and dissection gross anatomy courses to contribute to their training. Currently, emphasis has been placed on including radiology in gross anatomy instruction, however, most educators lack training in this area.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">OBJECTIVE: Our objective for this study was to create a course focused on providing anatomy educators the knowledge and confidence to identify gross anatomy structures on both normal and abnormal radiology images.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">METHODS: Educators registered for a two-day online course through ZOOM (IRB-300007229). Instruction consisted of an introduction to the respective radiology modality, X-ray, CT and MR or Ultrasound, and identifying gross anatomy structures on normal images. Next, attendees worked through several case studies of different diseases and injuries in an interactive session. A 10 question pre- and post-test was completed by attendees for each day of instruction on a voluntary basis. The tests were graded for correctness. Following the completion of the course, attendees were provided a survey to determine their perceptions. All responses and consent were collected through Qualtrics Inc., and further processing and analysis was conducted through Excel.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">RESULTS: There were 26 attendees to the course, where most reported primary employment as faculty at a university (43.8%, 7/16), community college (37.5%, 6/16), or high school (12.5%, 2/16). Attendees mostly instructed undergraduates (68.8%, 11/16), followed by high school students (43.8%, 7/16), nursing students (25%, 4/16), and other health professional students. The majority of attendees reported having no prior radiology experience (87.5%, 14/16), however, 2 attendees (12.5%, 2/16) did have prior experience. The course showed a positive increase in the performance of the attendees when comparing the pre- and post-test scores, where there was a 67.2% (n=11) increase in correct answers from the day with X-ray, CT and MR instruction, while the Ultrasound day had a 62.7% (n=12) increase in correct answers. Overwhelmingly, attendees reported the course was effective. Attendees expressed that the course greatly increased (56.2%, 9/16) or increased (43.8%, 7/16) their knowledge of radiology. They also noted their confidence in radiology was greatly increased (25%, 4/16), increased (56.2%, 9/16) or did not change (18.8%, 3/16). Though gross anatomy was not the focus of the course, attendees did report their knowledge of anatomy either greatly increased (18.8%, 3/16), increased (68.8%, 11/16), or remained unchanged (12.5%, 2/16).</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">CONCLUSION: Overall, attendees reported an improvement in identifying gross anatomical structures in both normal and abnormal images. They also reported that the course was effective in increasing their knowledge and confidence in radiology.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">SIGNIFICANCE AND IMPLICATION: Collectively, these results support the evidence that continuing education courses significantly impact educators. Further development of continuing education courses is necessary to benefit educators, their students, and our future health professionals.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35556835/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35556835</a> | DOI:<a href=https://doi.org/10.1096/fasebj.2022.36.S1.R3776>10.1096/fasebj.2022.36.S1.R3776</a></p></div> Barriers and facilitators to implementing a continuing medical education intervention in a primary health care setting https://pubmed.ncbi.nlm.nih.gov/35562695/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220519020624&v=2.17.6 pubmed: (("staff development... urn:uuid:c4e04545-875d-8228-3da5-2278c031d9af Fri, 13 May 2022 00:00:00 +0000 CONCLUSIONS: The perceptions of the barriers and facilitators reported by GPs represent an important contribution to improving knowledge regarding the factors influencing the implementation of CME in primary health care settings. We consider that our study might bring useful insights to other countries where primary health care plays a central role in the provision of care. <div><p style="color: #4aa564;">BMC Health Serv Res. 2022 May 13;22(1):638. doi: 10.1186/s12913-022-08019-w.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">BACKGROUND: Continuing medical education (CME), as a systematic attempt to facilitate change in General Practitioners' (GPs) practices, is considered crucial, assuming that if physicians are up-to-date, they will change and improve their practice, resulting in better performance and ultimately better patient care. However, studies continue to demonstrate considerable gaps between the real and ideal performance and patient-related outcomes. The objective of this study was to explore GP's perception of the factors affecting the implementation of a CME digital platform in a primary health care setting in Portugal.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">METHODS: Our work is framed in a larger effectiveness-implementation hybrid type 1 study, where a Digital Behaviour Change Intervention (DBCI), called ePrimaPrescribe, was developed and implemented with the aim of changing benzodiazepines (BZD) prescribing patterns. Our design used mixed methodologies to obtain an enriched knowledge on GPs' perspectives on the facilitators and barriers to implementing a Digital Behaviour Change Intervention (DBCI) applied to CME. To do so, we used data coming from an onsite questionnaire, an adapted version of the Barriers and Facilitators Assessment Instrument (BaFAI) and in-depth interviews.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">RESULTS: From the 47 GPs successfully included in the intervention arm of our cluster-randomized effectiveness study, we collected 37 onsite questionnaires, 24 BaFAIs, and performed 12 in-depth interviews. GPs reported as the main barriers to CME a lack of time, a perception of work overload, a lack of digital competence, a lack of digital infrastructure, and motivational and emotional factors. They reported as facilitators to CME delivered through a DBCI the convenience of the delivery method, the practical and pragmatic characteristics of the content, and the possibility for CME to be mandatory.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">CONCLUSIONS: The perceptions of the barriers and facilitators reported by GPs represent an important contribution to improving knowledge regarding the factors influencing the implementation of CME in primary health care settings. We consider that our study might bring useful insights to other countries where primary health care plays a central role in the provision of care.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">TRIAL REGISTRATION: ClinicalTrials.gov number NCT04925596 .</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35562695/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220519020624&v=2.17.6">35562695</a> | PMC:<a href="https://www.ncbi.nlm.nih.gov/pmc/PMC9099036/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220519020624&v=2.17.6">PMC9099036</a> | DOI:<a href=https://doi.org/10.1186/s12913-022-08019-w>10.1186/s12913-022-08019-w</a></p></div> WHO competency framework for health authorities and institutions to manage infodemics: its development and features https://pubmed.ncbi.nlm.nih.gov/35525924/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:127a6d2d-8cbe-7e25-36f8-0fbcd5b5d81f Sat, 07 May 2022 00:00:00 +0000 CONCLUSION: The competency framework is not intended to be a regulatory document nor a training curriculum. As a WHO initiative, it serves as a reference tool to be applied according to local priorities and needs within the different countries. This framework can assist institutions in strengthening IM capacity by hiring, staff development, and human resources planning. <div><p style="color: #4aa564;">Hum Resour Health. 2022 May 7;20(1):35. doi: 10.1186/s12960-022-00733-0.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">BACKGROUND: In April 2020, the World Health Organization (WHO) Information Network for Epidemics produced an agenda for managing the COVID-19 infodemic. "Infodemic" refers to the overabundance of information-including mis- and disinformation. In this agenda it was pointed out the need to create a competency framework for infodemic management (IM). This framework was released by WHO on 20th September 2021. This paper presents the WHO framework for IM by highlighting the different investigative steps behind its development.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">METHODS: The framework was built through three steps. Step 1 included the preparatory work following the guidelines in the Guide to writing Competency Framework for WHO Academy courses. Step 2 was based on a qualitative study with participants (N = 25), identified worldwide on the basis of their academic background in relevant fields of IM or of their professional experience in IM activities at the institutional level. The interviews were conducted online between December 2020 and January 2021, they were video-recorded and analyzed using thematic analysis. In Step 3, two stakeholder panels were conducted to revise the framework.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">RESULTS: The competency framework contains four primary domains, each of which comprised main activities, related tasks, and knowledge and skills. It identifies competencies to manage and monitor infodemics, to design, conduct and evaluate appropriate interventions, as well as to strengthen health systems. Its main purpose is to assist institutions in reinforcing their IM capacities and implementing effective IM processes and actions according to their individual contexts and resources.</p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">CONCLUSION: The competency framework is not intended to be a regulatory document nor a training curriculum. As a WHO initiative, it serves as a reference tool to be applied according to local priorities and needs within the different countries. This framework can assist institutions in strengthening IM capacity by hiring, staff development, and human resources planning.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35525924/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35525924</a> | PMC:<a href="https://www.ncbi.nlm.nih.gov/pmc/PMC9077350/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">PMC9077350</a> | DOI:<a href=https://doi.org/10.1186/s12960-022-00733-0>10.1186/s12960-022-00733-0</a></p></div> Continuing Education https://pubmed.ncbi.nlm.nih.gov/35510977/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:b8fa84cd-5fe3-1883-4f4a-f5bbbae37318 Thu, 05 May 2022 00:00:00 +0000 No abstract <div><p style="color: #4aa564;">Home Healthc Now. 2022 May-Jun 01;40(3):174. doi: 10.1097/NHH.0000000000001059.</p><p><b>NO ABSTRACT</b></p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35510977/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35510977</a> | DOI:<a href=https://doi.org/10.1097/NHH.0000000000001059>10.1097/NHH.0000000000001059</a></p></div> Storytelling to Engage Staff Nurses in Continuing Education: A Proven Approach https://pubmed.ncbi.nlm.nih.gov/35510921/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:83411742-df0c-75ea-1a64-3049409473b9 Thu, 05 May 2022 00:00:00 +0000 Engaging staff nurses in continuing education can be challenging for nursing professional development specialists (NPDSs). Storytelling enables NPDSs to engage staff nurses who are resistant to learning. A personal story told by a nurse educator was used to engage 180 nurses in a mandatory staff development session. This story is an excellent example. The next three Teaching Tips columns will provide more tips for NPDSs to understand the various types of stories, how to construct stories, and... <div><p style="color: #4aa564;">J Contin Educ Nurs. 2022 May;53(5):200-202. doi: 10.3928/00220124-20220407-03. Epub 2022 May 1.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">Engaging staff nurses in continuing education can be challenging for nursing professional development specialists (NPDSs). Storytelling enables NPDSs to engage staff nurses who are resistant to learning. A personal story told by a nurse educator was used to engage 180 nurses in a mandatory staff development session. This story is an excellent example. The next three Teaching Tips columns will provide more tips for NPDSs to understand the various types of stories, how to construct stories, and how to present stories in an effective way. <b>[<i>J Contin Educ Nurs</i>. 2022;53(5):200-202.]</b>.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35510921/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35510921</a> | DOI:<a href=https://doi.org/10.3928/00220124-20220407-03>10.3928/00220124-20220407-03</a></p></div> Development and Implementation of a Nurse Residency Program Stakeholder Evaluation https://pubmed.ncbi.nlm.nih.gov/35510920/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:a3d1b6c0-38b8-4cae-473a-f87905fb4723 Thu, 05 May 2022 00:00:00 +0000 The American Nurses Credentialing Center (ANCC) Practice Transition Accreditation Program^(®) (PTAP) annually awards the Program Director of the Year at the ANCC PTAP Symposium. This year the Commission on Accreditation in Practice Transition Programs and ANCC PTAP team is ecstatic to announce Dr. Kim Failla, from Sharp HealthCare, as the awardee. Dr. Failla's dedication to nurses in transition and quality improvement is impressive. Learn here about the Sharp HealthCare PTAP journey and their... <div><p style="color: #4aa564;">J Contin Educ Nurs. 2022 May;53(5):195-197. doi: 10.3928/00220124-20220407-06. Epub 2022 May 1.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">The American Nurses Credentialing Center (ANCC) Practice Transition Accreditation Program<sup>®</sup> (PTAP) annually awards the Program Director of the Year at the ANCC PTAP Symposium. This year the Commission on Accreditation in Practice Transition Programs and ANCC PTAP team is ecstatic to announce Dr. Kim Failla, from Sharp HealthCare, as the awardee. Dr. Failla's dedication to nurses in transition and quality improvement is impressive. Learn here about the Sharp HealthCare PTAP journey and their stakeholder evaluation tool. <b>[<i>J Contin Educ Nurs</i>. 2022;53(5):195-197.]</b>.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35510920/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35510920</a> | DOI:<a href=https://doi.org/10.3928/00220124-20220407-06>10.3928/00220124-20220407-06</a></p></div> An Exploratory-Descriptive Study on the Impact of COVID-19 on Teaching and Learning: The Experiences of Student Nurses in the Rural-Based Historically Disadvantaged University of South Africa. https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156710197&site=ehost-live S3 OR S6 on 2018-01-16 11:05 AM urn:uuid:e41945a3-7c21-1791-52ba-7135fc79894f Wed, 04 May 2022 04:00:00 +0000 Inquiry (00469580); 05/04/2022<br/>(AN 156710197); ISSN: 00469580<br/>CINAHL Complete Webinars and Continuing Medical Education: Pros, Cons, and Controversies https://pubmed.ncbi.nlm.nih.gov/35504609/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:5a84807d-8fc3-6a1a-7529-216898f16bf2 Tue, 03 May 2022 00:00:00 +0000 No abstract <div><p style="color: #4aa564;">South Med J. 2022 May;115(5):301-303. doi: 10.14423/SMJ.0000000000001387.</p><p><b>NO ABSTRACT</b></p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35504609/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35504609</a> | DOI:<a href=https://doi.org/10.14423/SMJ.0000000000001387>10.14423/SMJ.0000000000001387</a></p></div> Veterinarians' Self-Reported Needs and Attitudes on the Atlantic Canada Veterinary College and Associated Teaching Hospital in Relation to Continuing Education, Research, and Clinical Referrals https://pubmed.ncbi.nlm.nih.gov/35503909/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:740a68c5-57f9-8932-c93d-e38871e101ad Tue, 03 May 2022 00:00:00 +0000 The relationship between veterinary colleges (VCs), associated veterinary teaching hospital referral centers (VTHs), and referring veterinarians (rVets) is important and complex. Despite this, there has been minimal research on rVets with respect to their regional VC and VTH. Our objectives were to evaluate rVets' attitudes and self-reported needs on their regional VC's VTH surrounding (a) continuing education, (b) collaborative research, and (c) referrals for specialty consultation and care.... <div><p style="color: #4aa564;">J Vet Med Educ. 2022 May 3:e20210092. doi: 10.3138/jvme-2021-0092. Online ahead of print.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">The relationship between veterinary colleges (VCs), associated veterinary teaching hospital referral centers (VTHs), and referring veterinarians (rVets) is important and complex. Despite this, there has been minimal research on rVets with respect to their regional VC and VTH. Our objectives were to evaluate rVets' attitudes and self-reported needs on their regional VC's VTH surrounding (a) continuing education, (b) collaborative research, and (c) referrals for specialty consultation and care. Participants (rVets) were invited to complete an online questionnaire (2018-2019). Respondents (<i>n</i> = 56) indicated multiple (24) unmet continuing education topic needs, of which dermatology and behavior were most selected. Many rVets (70%) reported an interest in collaborative research participation. Communication was frequently selected by respondents when asked what could be improved with respect to the VTH referral center process. Our work provides a benchmark attitudes and needs assessment, identifies areas for improvement, and may aid initiatives regionally, and likely externally, as adapted to other rVet-VC-VTH relationships.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35503909/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35503909</a> | DOI:<a href=https://doi.org/10.3138/jvme-2021-0092>10.3138/jvme-2021-0092</a></p></div> A global survey of companion animal veterinary practitioners on animal welfare teaching - <em>Focus on undergraduate and continuing education, and clients' sources of information</em> https://pubmed.ncbi.nlm.nih.gov/35502812/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:dc775491-3053-0c29-9893-4608db828154 Tue, 03 May 2022 00:00:00 +0000 As part of a wider research on animal welfare, a global survey was developed to gain insight into the opinion of companion animal veterinarians about animal welfare education, namely to investigate i) their exposure to animal welfare teaching during their undergraduate education, ii) their access to continuing professional education on animal welfare, and iii) their opinions on clients' sources of information on animal welfare. The survey was distributed to companion animal veterinarians around... <div><p style="color: #4aa564;">J Appl Anim Welf Sci. 2022 May 3:1-48. doi: 10.1080/10888705.2022.2047681. Online ahead of print.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">As part of a wider research on animal welfare, a global survey was developed to gain insight into the opinion of companion animal veterinarians about animal welfare education, namely to investigate <i>i)</i> their exposure to animal welfare teaching during their undergraduate education, <i>ii)</i> their access to continuing professional education on animal welfare, and <i>iii)</i> their opinions on clients' sources of information on animal welfare. The survey was distributed to companion animal veterinarians around the world. The results were highly influenced by the large numbers of respondents who trained in the Russian Federation, Australia, Israel, the Netherlands, the United Kingdom of Great Britain and Northern Ireland, or the United States of America. Worldwide, 58.4% of the respondents thought that animal welfare was poorly covered or not taught at all when they were students. The best coverage of animal welfare was in the Netherlands and the United Kingdom of Great Britain and Northern Ireland. Most companion animal veterinarians (65.3%) had access to continuing education on animal welfare, but there were small differences between the six above-mentioned countries. Companion animal veterinarians get information on animal welfare mainly from the internet and veterinary conferences/meetings, and thought that their clients obtained animal welfare information from various sources. The findings show that there is a need to improve education on animal welfare in veterinary curricula and the provision of relevant continuing education, so that companion animal practitioners can keep abreast of developments and societal expectations.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35502812/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35502812</a> | DOI:<a href=https://doi.org/10.1080/10888705.2022.2047681>10.1080/10888705.2022.2047681</a></p></div> Continuing Medical Education Questions: May 2022 https://pubmed.ncbi.nlm.nih.gov/35501976/?utm_source=Firefox&utm_medium=rss&utm_campaign=None&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&fc=None&ff=20220517042943&v=2.17.6 pubmed: (("staff development... urn:uuid:42a5a56f-323e-e6a4-8b00-f4001bc4ce5c Tue, 03 May 2022 00:00:00 +0000 Article Title: Irritable bowel syndrome and long-term risk of cancer: a prospective cohort study among 0.5 million adults in UK Biobank. <div><p style="color: #4aa564;">Am J Gastroenterol. 2022 May 1;117(5):720. doi: 10.14309/ajg.0000000000001762. Epub 2022 May 1.</p><p><b>ABSTRACT</b></p><p xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:p1="http://pubmed.gov/pub-one">Article Title: Irritable bowel syndrome and long-term risk of cancer: a prospective cohort study among 0.5 million adults in UK Biobank.</p><p style="color: lightgray">PMID:<a href="https://pubmed.ncbi.nlm.nih.gov/35501976/?utm_source=Firefox&utm_medium=rss&utm_content=16uwQpOeqFYH8R2lPAkdPuJHhlu8dNYcT1Mv2zkfu2y-__k1PN&ff=20220517042943&v=2.17.6">35501976</a> | DOI:<a href=https://doi.org/10.14309/ajg.0000000000001762>10.14309/ajg.0000000000001762</a></p></div>