A Changing Landscape for Lifelong Learning in Health Globally

Mitchell, Sharon; Phaneuf, Julien-Carl; Astefanei, Silvia Matilda; Guttormsen, Sissel; Wolf, Amy; Groot, Esther de; Sehlbach, Carolin

doi:10.1080/21614083.2022.2154423

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Estas prácticas obligan a replantear el sentido del EMC, así como el papel que cada uno de los componentes tiene en la puesta en escena de los congresos, cursos e incluso de las publicaciones que también juegan un papel en la EMC (Ramiro y Cruz-A, 2017). Como explican Mitchell et al (2023), el paisaje debe cambiar y reorientarse a evaluar las consecuencias de las intervenciones de actualización en la práctica médica. Los organizadores debieran asegurar la calidad académica de los eventos, los profesores ser sensibles, mediante el diálogo a las necesidades educativas de la audiencia y los participantes estar dispuestos a cambiar las actitudes para realmente aprender y trasladar los contenidos a su práctica médica.…”

Section: Contextos Y Prácticas De La Educación Médica Continuaunclassified

Sentidos y Prácticas de la Educación Médica Continua

2023

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Section: Contextos Y Prácticas De La Educación Médica Continuaunclassified

Sentidos y Prácticas de la Educación Médica Continua

2023

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Entrustable Professional Activities use in Competency assessment in Al Ain Family Medicine Residency Program. Preliminary experience

AlKetbi,

AlZarouni,

AlNyadi

et al. 2023

Preprint

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Background: In Competency-Based Medical Education, CBME era Entrustable Professional Activity (EPA) emerged as a successful framework to assess learner progression in achieving competency. This study describes EPAs use in the AlAin-Ambulatory Healthcare Services family medicine program and identifies the competency attainment of the residents in these EPAs. Methods: This is a retrospective cross-sectional study describing the experience of one program, the Al Ain-Ambulatory Healthcare Services Family Medicine Residency program. Accrediting bodies, the United Arab Emirates, the National Institute of Health Specialists, NIHS and the Accreditation Council of Graduate Medical Education-International, ACGME-I, the Clinical Competency Committee, CCC, require EPA and milestones reporting biannually at mid-year and at the end of any academic year for all residents in the program. The EPAs data from January 2022 until June 2023 were included in this study. Twenty-nine EPAs were adapted in the program from the published family medicine EPAs in literature and piloted since 2018. Residents were assessed by their supervisors based on all performance data gathered in the program EPAs were approved in CCC meetings. A scale from 1 to 5 is used, with 4 being a performance score reflecting achieved competency or independent practice. Results: EPAs assessment data showed at least two-thirds of the residents achieved 4, competent, or 5, above expected competence, by the end of year 3. This has improved by mid-PGY4, with 10 EPAs being achieved by 84.6% of the residents, 12 other EPAs were achieved by two-thirds of the residents, and in five EPAs, 46.2% (6 residents) did not reach competency at midyear 4. The least achieved EPAs assessed near the end of training were “diagnose and manage mental health conditions,” where almost two-thirds of the graduates are not reaching unsupervised practice, the average attained in mid-year four was 3.4, and “managing end-of-life and palliative care,” none reached level 4, average attained in mid-year 4 of 2.1. During the initial year of postgraduate training, residents have made notable progress in foundational EPAs, taking histories, performing physical examinations, interpreting and choosing appropriate investigations, and providing preventive care. average attained in mid-year 2, reaching 3.5. The 4th year appears to be essential for further development of the EPAs, with significant growth noticed in PGY4 across all EPAs. Particularly the EPAs related to practice management and more complex skills and knowledge, as well as ones requiring more volume, variety, and continuity, such as mental health and complex care and medical emergencies. The t-test was significant for all EPAs in relation to their growth in the program through all points of assessments p<0.001. Conclusions: This study provides insight into EPA adaptation and implementation in a new context, the United Arab Emirates. It provides valuable guidance on EPA's use as well as highlighting gaps in specialty education and local practice.

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More Than Maintaining Competence: A Qualitative Study of How Physicians Conceptualize and Engage in Lifelong Learning

O’Brien,

Collins,

Haddock

et al. 2024

Perspectives on Medical Education

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Purpose: Physicians have a professional responsibility to engage in lifelong learning. Some of this lifelong learning is required to maintain licensure and certification. Yet, this conceptualization captures only a small portion of the content areas and learning processes that physicians need to engage with to ensure quality patient care. Additionally, purposes beyond regulatory requirements and professional obligations likely drive physicians lifelong learning, though these purposes have not been explored. Given the centrality of lifelong learning to quality patient care, our study explores how physicians conceptualize and engage in lifelong learning. Method:We conducted a qualitative interview study using an interpretivist approach. In 2019, we recruited 34 academic physicians from one institution. We analyzed our data to identify themes related to conceptualization of purposes, content areas, and processes of lifelong learning and actual lifelong learning practices. Results:We interpreted participants' descriptions and examples of lifelong learning as serving three purposes: maintaining competence, supporting personal growth and fulfillment, and engaging in professional stewardship. Much of participants' discussion of lifelong learning centered around keeping up to date with medical knowledge and clinical/procedural skills, though some also mentioned efforts to improve communication, leadership, and teamwork. Participants engaged in lifelong learning through contextual, social, and individual processes.Discussion: Academic physicians engage in lifelong learning for reasons beyond maintaining competence. Medical knowledge and clinical/procedural skills receive most attention, though other areas are recognized as important. Our findings highlight opportunities for a broader, more comprehensive approach to lifelong learning that spans all areas of medical practice.

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A Changing Landscape for Lifelong Learning in Health Globally

Cited by 3 publications

References 21 publications

Sentidos y Prácticas de la Educación Médica Continua

Sentidos y Prácticas de la Educación Médica Continua

Entrustable Professional Activities use in Competency assessment in Al Ain Family Medicine Residency Program. Preliminary experience

More Than Maintaining Competence: A Qualitative Study of How Physicians Conceptualize and Engage in Lifelong Learning

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