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A blended learning for general practitioners and nurses on skills to support shared decision-making with patients about palliative cancer treatment: A one-group pre-posttest study.

Sat, 01 Jul 2023 04:00:00 +0000

Patient Education & Counseling; 07/01/2023
(AN 163549756); ISSN: 07383991
CINAHL Complete

Development, Implementation, and Evaluation of an e-Learning in Integrative Oncology for Physicians and Students Involving Experts and Learners: Experiences and Recommendations

Sat, 10 Jun 2023 08:22:30 +0000

Author Names: Thomae A.V.,Rogge A.A.,Helmer S.M.,Icke K.,Witt C.M.

Database Source: Embase Weekly Updates

Journal Title: Journal of cancer education : the official journal of the American Association for Cancer Education

Article Title: Development, Implementation, and Evaluation of an e-Learning in Integrative Oncology for Physicians and Students Involving Experts and Learners: Experiences and Recommendations

Year: 2023

Issue: 3

Volume: 38

Abstract: In this project, an e-Learning program for complementary and integrative medicine in oncology was systematically developed, implemented, and evaluated in a stepwise procedure. Learning objectives and content were defined within the KOKON project network, considering the educational competencies for integrative oncology. To design a valuable e-Learning, experts were involved in all relevant steps of the process, as well as stakeholders from various target groups (undergraduates: medicine students, postgraduates: oncology physicians). We used mixed methods including quantitative surveys, progress tests, and qualitative focus groups. The developed e-Learning program led to a significant measurable knowledge gain about complementary and integrative medicine. In parallel, physicians and students were subjectively satisfied with the training. For the majority of e-Learning elements, the needs of both target groups are comparable. Furthermore, both groups emphasized the value of formative assessment tools for gaining knowledge. From the various surveys and experiences collected in this project, we derive recommendations for others developing e-Learning programs. Copyright © 2022. The Author(s).

Professional Coaching as a Continuing Professional Development Intervention to Address the Physician Distress Epidemic

Sat, 10 Jun 2023 08:22:30 +0000

Author Names: Boet S.,Etherington C.,Andreas C.,Denis-LeBlanc M.

Database Source: Embase Weekly Updates

Journal Title: The Journal of continuing education in the health professions

Article Title: Professional Coaching as a Continuing Professional Development Intervention to Address the Physician Distress Epidemic

Year: 2023

Issue: 2

Volume: 43

Abstract: ABSTRACT: Physician distress and burnout are reaching epidemic proportions, threatening physicians' capacities to develop and maintain competencies in the face of the increasingly demanding and complex realities of medical practice in today's world. In this article, we suggest that coaching should be considered both a continuing professional development intervention as well as an integral part of a balanced and proactive solution to physician distress and burnout. Unlike other interventions, coaching is intended to help individuals gain clarity in their life, rather than to treat a mental health condition or to provide advice, support, guidance, or knowledge/skills. Certified coaches are trained to help individuals discover solutions to complex problems and facilitate decision-making about what is needed to build and maintain capacity and take action. Across many sectors, coaching has been shown to enhance performance and reduce vulnerability to distress and burnout, but it has yet to be systematically implemented in medicine. By empowering physicians to discover and implement solutions to challenges, regain control over their lives, and act according to their own values, coaching can position physicians to become leaders and advocates for system-level change, while simultaneously prioritizing their own well-being. Copyright © 2022 The Alliance for Continuing Education in the Health Professions, the Association for Hospital Medical Education, and the Society for Academic Continuing Medical Education.

Predictive Attributes for Developing Long COVID-A Study Using Machine Learning and Real-World Data from Primary Care Physicians in Germany

Sat, 10 Jun 2023 08:22:30 +0000

Author Names: Kessler R.,Philipp J.,Wilfer J.,Kostev K.

Database Source: Embase Weekly Updates

Journal Title: Journal of Clinical Medicine,Journal of Clinical Medicine

Article Title: Predictive Attributes for Developing Long COVID-A Study Using Machine Learning and Real-World Data from Primary Care Physicians in Germany

Year: 2023

Issue: 10

Volume: 12

Abstract: (1) In the present study, we used data comprising patient medical histories from a panel of primary care practices in Germany to predict post-COVID-19 conditions in patients after COVID-19 diagnosis and to evaluate the relevant factors associated with these conditions using machine learning methods. (2) Methods: Data retrieved from the IQVIATM Disease Analyzer database were used. Patients with at least one COVID-19 diagnosis between January 2020 and July 2022 were selected for inclusion in the study. Age, sex, and the complete history of diagnoses and prescription data before COVID-19 infection at the respective primary care practice were extracted for each patient. A gradient boosting classifier (LGBM) was deployed. The prepared design matrix was randomly divided into train (80%) and test data (20%). After optimizing the hyperparameters of the LGBM classifier by maximizing the F2 score, model performance was evaluated using several test metrics. We calculated SHAP values to evaluate the importance of the individual features, but more importantly, to evaluate the direction of influence of each feature in our dataset, i.e., whether it is positively or negatively associated with a diagnosis of long COVID. (3) Results: In both the train and test data sets, the model showed a high recall (sensitivity) of 81% and 72% and a high specificity of 80% and 80%; this was offset, however, by a moderate precision of 8% and 7% and an F2-score of 0.28 and 0.25. The most common predictive features identified using SHAP included COVID-19 variant, physician practice, age, distinct number of diagnoses and therapies, sick days ratio, sex, vaccination rate, somatoform disorders, migraine, back pain, asthma, malaise and fatigue, as well as cough preparations. (4) Conclusion(s): The present exploratory study describes an initial investigation of the prediction of potential features increasing the risk of developing long COVID after COVID-19 infection by using the patient history from electronic medical records before COVID-19 infection in primary care practices in Germany using machine learning. Notably, we identified several predictive features for the development of long COVID in patient demographics and their medical histories. Copyright © 2023 by the authors.

Why learning disability nurses must stand up for the specialty.

Tue, 06 Jun 2023 04:00:00 +0000

Learning Disability Practice; 06/06/2023
(AN 164109520); ISSN: 14658712
CINAHL Complete

Why safe and well-being reviews can be a catalyst for change: Learning disability nurses may be disheartened by NHS England's reports on care failings at Cawston Park Hospital (pictured), but the reviews can spark much-needed change.

Tue, 06 Jun 2023 04:00:00 +0000

Learning Disability Practice; 06/06/2023
(AN 164109521); ISSN: 14658712
CINAHL Complete

Structured Individual Mentoring as Part of Continuing Education in Family Medicine in Bavaria - a Multicenter Evaluation

Mon, 05 Jun 2023 00:00:00 +0000

ZFA (Stuttgart). 2022;98(12):416-421. doi: 10.53180/zfa.2022.0416-0421. Epub 2022 Dec 1.

ABSTRACT

BACKGROUND: Since 2019, the competence center for specialist training in family medicine Bavaria (KWAB) offers an individual mentoring program to accompany specialist training in family medicine. The mentors are confidants for matters of specialist training, private practice, career development and compatibility of work and family life. The training takes place after registration via an online portal.

METHODS: The evaluation was conducted 24 months after the start of KWAB mentoring (06/30/2021-08/01/2021). All active participants were interviewed via online survey. In each case, separate questionnaires were developed, which inquire on the one hand about the content-related aspects of the mentoring, such as topics discussed, and on the other hand about the individual mentoring relationship, such as the interpersonal relationship. The mentees received 39 questions (34 closed, 5 open) and the mentors received 26 questions (21 closed, 5 open), which were subsequently analyzed using descriptive statistics.

RESULTS: N = 30 mentors and N = 72 mentees were invited to participate in the evaluation (25 (83 %) mentors and 32 (44 %) mentees participated). More than half of the participants met each other at least twice. The main methods of communication were telephone, face-to-face meetings, and email contacts. The individual time commitment in each case was judged to be appropriate. According to the mentors, the mentees showed interest in the content of the program and demonstrated availability and commitment. All respondents indicated a high level of satisfaction with one-on-one mentoring and would recommend it to others.

CONCLUSIONS: Mentors and mentees in family medicine residency reported a great benefit from the one-on-one mentoring offered and a will to continue their mentoring relationships even after the project period.

PMID:37274626 | PMC:PMC10225250 | DOI:10.53180/zfa.2022.0416-0421

Evaluation of Continuing Professional Development for Physicians - Time for Change: A Scoping Review

Mon, 05 Jun 2023 00:00:00 +0000

Perspect Med Educ. 2023 Jun 2;12(1):198-207. doi: 10.5334/pme.838. eCollection 2023.

ABSTRACT

INTRODUCTION: Evaluation of education interventions is essential for continuous improvement as it provides insights into how and why outcomes occur. Specifically, for physicians' continuing professional development (CPD) programs, which aim to upskill physicians in a range of practice-essential domains, evaluations are crucial to assure physicians' continuous development, enhanced patient care and safety. However, evaluations of health professions education (HPE) interventions tend to be outcomes focused, failing to capture how and why outcomes occur. This scoping review aimed to identify evaluation techniques used to evaluate CPD programs for physicians, and to determine how these techniques are being implemented as well as the their quality.

METHODS: We searched PubMed, Embase, Web of Science, among others for English publications on evaluation of CPD programs for physicians, in the past decade. We used a data charting template to extract study details regarding the evaluation techniques and produced a checklist to assess the quality of the evaluations.

RESULTS: 101 studies were included; of which 91 studies did not use an evaluation framework. Our findings revealed shortcomings in the evaluations of CPD programs including lack of attention to: intervention processes; unintended outcomes and contextual factors; use of theory; evaluation framework use; and rationale for chosen evaluation method.

DISCUSSION: Our findings highlighted major gaps in the evaluation techniques employed in physicians' CPD. Attention needs to be paid to evaluating both program processes and outcomes to illuminate how and why impacts are or are not occurring.

PMID:37274809 | PMC:PMC10237247 | DOI:10.5334/pme.838

Nurses' perspectives, attitudes and experiences related to e-learning: A systematic review.