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Is the Cognitive Complexity of Commitment ‐to‐Change Statements Associated With Change in Clinical Practice? An Application of Bloom's Taxonomy
ConclusionThe “enhanced” CTC options captured changes that would not otherwise be identified and may be worthy of further exploration in other CME activities. Using Bloom's taxonomy to code the PRT statements proved useful in highlighting the progression through increasing levels of cognitive complexity—reflecting deep learning. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - September 16, 2015 Category: Universities & Medical Training Authors: Heather Armson, Tom Elmslie, Stefanie Roder, Jacqueline Wakefield Tags: Original Research Source Type: research

Collaboration Between JECME and JCEHP: Providing New Opportunities for CME Researchers and Practitioners
(Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - July 1, 2015 Category: Universities & Medical Training Authors: Robin Stevenson, Curtis A. Olson Tags: Joint Editorial Source Type: research

An Essential Book for Learning More About Health Care Simulation
(Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Vjekoslav Hlede Tags: Book Review Source Type: research

Ten Steps for Setting Up an Online Journal Club
This article describes 10 steps for creating online journal clubs based on the experiences of a multidisciplinary team of clinicians and medical educators. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Teresa M. Chan, Brent Thoma, Ryan Radecki, Joel Topf, Henry H. Woo, Lillian S. Kao, Amalia Cochran, Swapnil Hiremath, Michelle Lin Tags: Forum Source Type: research

Navigating Knowledge to Action: A Conceptual Map for Facilitating Translation of Population Health Risk Planning Tools Into Practice
A population health risk tool was created that estimates future diabetes risk and provides outputs that can inform practical and meaningful diabetes prevention strategies and support local decision making and planning. A project was designed to inform and understand knowledge translation and application of this novel tool in multiple health‐related settings. Lacking published studies in this area, the authors conceived a conceptual map to guide the project that integrates and adapts elements from several planned action theories. This paper describes the rationale and basis for constructing the Population Health Planning ...
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Leslea Peirson, Laura Rosella Tags: Foundations Source Type: research

The Impact of CME on Physician Performance and Patient Health Outcomes: An Updated Synthesis of Systematic Reviews
DiscussionFuture research on CME effectiveness must take account of the wider social, political, and organizational factors that play a role in physician performance and patient health outcomes. We now have 39 systematic reviews that present an evidence‐based approach to designing CME that is more likely to improve physician performance and patient health outcomes. These insights from the scientific study of CME effectiveness should be incorporated in ongoing efforts to reform systems of CME and health care delivery. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Ronald M. Cervero, Julie K. Gaines Tags: Literature Review Source Type: research

A 3‐Armed Randomized Controlled Trial of Nurses’ Continuing Education Meetings on Adverse Drug Reactions
DiscussionEducational interventions can improve nurses’ knowledge of adverse drug reactions. Short‐term learning could be achieved with lecture, but the retention of knowledge will be enhanced by simple interactive techniques. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Amir Sarayani, Fahimeh Naderi‐Behdani, Naser Hadavand, Mohammadreza Javadi, Fariborz Farsad, Molouk Hadjibabaie, Kheirollah Gholami Tags: Original Research Source Type: research

Effectiveness of Test‐Enhanced Learning in Continuing Health Sciences Education: A Randomized Controlled Trial
DiscussionThe null findings in the present study are inconsistent with previous research showing the pedagogical benefits of testing relative to studying. Given that most TEL research focuses on novice learners, who lack strong associative memory networks, it is possible that TEL is specific to novices and not generalizable to experts. Alternative explanations focus on the importance of repeated, distributed testing with feedback. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Meghan M. McConnell, Khalid Azzam, Ted Xenodemetropoulos, Akbar Panju Tags: Original Research Source Type: research

Can Didactic Continuing Education Improve Clinical Decision Making and Reduce Cost of Quality? Evidence From a Case Study
The objective of this study was to assess the effect of continuing medical education (CME) on health care professionals’ clinical decision making with regard to HSA administration and the costs of quality (COQ). A quasi‐experimental study of time series association of CME intervention with COQ and use of HSA solution was conducted at the Surgery Department of the Hospital Valjevo, Serbia. The CME contained evidence‐based criteria for HSA solution administration in surgical patients. The preintervention period was defined as January 2009 to May 2011. CME was provided in June 2011, with the postintervention period June...
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Mira Vuković, Branislav S. Gvozdenović, Milena Ranković, Bryan P. McCormick, Danica D. Vuković, Biljana D. Gvozdenović, Dragana A. Kastratović, Srdjan Z. Marković, Miodrag Ilić, Mihajlo B. Jakovljević Tags: Original Research Source Type: research

Predictors of Attrition for a Sexual Assault Forensic Examiner (SAFE) Blended Learning Training Program
DiscussionBlending an online course with a brief in‐person clinical component may serve as a motivator for completing an online course because it provides the opportunity to develop clinical skills while receiving immediate feedback. Participant attrition appears to be less of a concern for rural clinicians because this modality can reduce their barriers to accessing continuing education. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Debra Patterson, Stella Resko Tags: Original Research Source Type: research

Development and Validation of a Trustworthy Multisource Feedback Instrument to Support Nurse Appraisals
DiscussionThis is the first contemporary psychometric evaluation of an MSF instrument for nurses. MSF appears to be as valid and reliable as an assessment method to inform appraisal in nurses as it is in other health professional groups. (Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: James G. M. Crossley Tags: Original Research Source Type: research

A Rater Training Protocol to Assess Team Performance
We describe our rater training program and report interrater reliability during phases of training and independent rating. MethodsWe selected an assessment tool shown to yield valid and reliable results and developed a rater training protocol with an accompanying rater training handbook. The rater training program was modeled after previously described high‐stakes assessments in the setting of 3 facilitated training sessions. Adjacent agreement was used to measure interrater reliability between raters. ResultsNine raters with a background in health care and/or patient safety evaluated team performance of 42 in‐situ sim...
Source: Journal of Continuing Education in the Health Professions - June 26, 2015 Category: Universities & Medical Training Authors: Walter Eppich, Anna P. Nannicelli, Nicholas P. Seivert, Min‐Woong Sohn, Ranna Rozenfeld, Donna M. Woods, Jane L. Holl Tags: Original Research Source Type: research

Evidence‐Based Regulation and Accredited Continuing Medical Education
(Source: Journal of Continuing Education in the Health Professions)
Source: Journal of Continuing Education in the Health Professions - April 1, 2015 Category: Universities & Medical Training Authors: Murray Kopelow Tags: Invited Editorial Source Type: research

Enhancing Provider Engagement in Practice Improvement: A Conceptual Framework
Engaging individual members of clinical teams in practice improvement initiatives is a challenge. In this commentary, we first summarize evidence supporting enhanced practitioner engagement through the creation of a work environment that builds on mutually respectful relationships and valued interdependencies. We then propose a phased, collaborative process that employs practice talk, a term that describes naturally occurring, collegial conversations among members of clinical teams. Planned interactions among team members, facilitated by individuals trained in dialogic techniques, enable health care providers and support s...
Source: Journal of Continuing Education in the Health Professions - March 20, 2015 Category: Universities & Medical Training Authors: Donald W. Hess, Virginia A. Reed, Mary G. Turco, John T. Parboosingh, Henry H. Bernstein Tags: Foundations Source Type: research

Returning Inactive Obstetrics and Gynecology Physicians to Clinical Practice: The Drexel Experience
We report the results achieved for 9 obstetrician‐gynecologists who successfully completed Drexel's course between November 2006 and November 2012. ResultsThe 6 men and 3 women had left their practices for different reasons. Seven were reentry candidates, and 2 were remediating; none had left practice for medical negligence. Of the reentering physicians, 5 achieved their goal within 1 month. Of the remediating physicians, 1 achieved his/her goal. DiscussionThrough continual self‐assessment and participant feedback, we have learned to expand our staff and faculty career advisory roles and seek specialty‐specific asses...
Source: Journal of Continuing Education in the Health Professions - March 20, 2015 Category: Universities & Medical Training Authors: Nielufar Varjavand, Nigel Pereira, Dipak Delvadia Tags: Original Research Source Type: research