Continuing Medical Education and Continuing Professional Development in the Republic of Armenia: The Evolution of Legislative and Regulatory Frameworks Post Transition

Chekijian, Sharon; Yedigaryan, Knarik; Bazarchyan, Alexander; Yaghjyan, Gevorg; Sargsyan, Sona

doi:10.1080/21614083.2020.1853338

Cited by 11 publications

(22 citation statements)

References 18 publications

(20 reference statements)

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“…A Cochrane systematic review of 81 randomised control trials reporting on objective measures of professional practice or healthcare outcomes concluded that such meetings alone are not likely to be effective for changing complex behaviours (Forsetlund et al, 2009). Furthermore, the didactic nature of these meetings makes them not as effective unless used with other methods (Chekijian et al, 2021; Forsetlund et al, 2009). An additional concern is that in peripheral hospitals and health centres practitioners do not have the same opportunities to take part in CPD activities when compared to their colleagues in the main hospitals.…”

Section: Introductionmentioning

confidence: 99%

Continuing professional development in the last decade – A scoping review

Magwenya

Ross

Ngatiane

2022

Journal of Adult and Continuing Education

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Background: Continuing professional development (CPD) provides support to healthcare workers to keep up to date with best practices and addresses deficits in their knowledge and practice. Aim: The purpose of this scoping review is to summarise data from the past decade on CPD models. Method: For this scoping review, we searched PubMed, Web of Science and Scopus databases and conducted a grey literature search for studies/documents describing models of CPD. We limited our search to those written in English and published since 2010. Results: 74 references were included. These were grouped under two main questions: (1) What CPD models are available in various settings globally? (2) What are the perceptions and views of medical practitioners towards these? Under the first question, they were grouped into six categories: (a) Legislation, theoretical framework/learning theories, (b) CME credit systems, revalidation/recertification and maintenance of certification, (c) content delivery (choice of format), (d) quality standards, monitoring and evaluation, (e) funding and (f) country/region CPD models. Conclusions: CPD should be supported by appropriate legislation and policy, be directed at the needs of practitioners, and based on adult learning theory, have a mechanism in place for evaluation and improvement and have sustainable funding.

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Section: Introductionmentioning

confidence: 99%

Continuing professional development in the last decade – A scoping review

Magwenya

Ross

Ngatiane

2022

Journal of Adult and Continuing Education

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“…The mainstay of CPD education, however, still takes the form of workshops and live events. [3][4][5] Faculty learners who are available to attend live workshops can enhance their knowledge, skills, and attitudes significantly 6,7 ; but those who cannot attend these events risk falling behind their peers. Learners (especially those who function as faculty with academic health sciences centers) often juggle various competing roles and interests (eg, clinical workload, research, and academic travel); therefore, it is no surprise that live, synchronous continuing education and development programs often fail to reach intended audiences.…”

Section: Problem Statementmentioning

confidence: 99%

Just-in-Time Continuing Education: Perceived and Unperceived, Pull and Push Taxonomy

Yılmaz

Papanagnou

Fornari

et al. 2021

J Contin Educ Health Prof

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We live in a world where "just-in-time" (JiT) methodologies are increasingly used. Continuing professional development (CPD), including faculty development, has the opportunity to leverage online technologies in a JiT format to further support learner engagement and program sustainability. In this article, the authors propose a model that can serve as a taxonomy for defining and implementing JiT continuing education (JiTCE). The anatomy of JiTCE describes four mechanisms to address CPD needs and delivery procedures: perceived and unperceived, as well as pull and push (PUPP) taxonomy. JiTCE PUPP taxonomy defines four components for designing and developing a program with JiT: on-demand learning, subscription-based learning, performance feedback-driven learning, and datadriven learning. These methods, as backbones, use various online technologies, which offer fundamental support for JiTCE. Delivery systems and technologies are provided as specific examples for JiTCE throughout the article. JiTCE introduces a novel taxonomy to meet continuing education needs and provides an organized approach to design and deploy programming in a sustainable way. Online technologies are evolving everyday and are an indispensable part of both clinical practice and medical education. Pull-push and perceived-unperceived axes can help guide new opportunities for instructional designers and curriculum developers to leverage best practices to align with CPD offerings, which include cutting-edge technologies.

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“…In rural areas, access to specialty care is limited due to geography and cost, healthcare utilization is lower, and significant healthcare inequities have been identified between urban and rural areas. [ 4 15 16 ] As of 2020, 37% of Armenia’s population lives in the rural setting. [ 17 ]…”

Section: Introductionmentioning

confidence: 99%

“…[ 18 19 ] This is likely multifactorial, with many of the causes related to fundamental and systemwide issues in medical education,[ 20 ] including the still-evolving system of continuing medical education. [ 15 ] It is also possible that FM physicians who underwent retraining from other specialties may not have had sufficient exposure to pediatric cases, and pediatric knowledge has anecdotally been identified as a point of weakness. However, there are no studies to date that describe the FM physician’s self-efficacy and knowledge in pediatric care in Armenia.…”

Section: Introductionmentioning

confidence: 99%

Self-efficacy and knowledge in pediatrics among family medicine physicians in Armenia: A survey study

Markosian

Baghdassarian

Best³

et al. 2022

Journal of Family Medicine and Primary Care

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Background: Armenia has trained physicians to practice family medicine (FM) for over 20 years. The pediatric population comprises a significant proportion of patients seen by FM practices, yet to date, there have been no studies assessing the knowledge and self-efficacy of FM physicians regarding pediatric care. As the first step is needs assessment to improve the quality of care, this study aims to assess the self-efficacy and knowledge of FM physicians regarding the care of pediatric patients. Materials and Methods: We distributed a survey to attendees at an FM conference in Lori Province, Armenia. The survey instrument assessed demographics and experience, self-efficacy in providing pediatric care, and pediatric knowledge via questions adapted from the American Board of Family Medicine (ABFM). Results: Eighty-seven percent of participants were female. Roughly half (45%) had trained through an FM residency program, while the remainder had retrained to become FM physicians following a residency in another field. Almost all (97%) practiced outside of the capital city, Yerevan. About half believed that their didactic (51%) and clinical education (48%) prepared them either “extremely” or “very” well. Overall, there was no clear relationship between participants’ reported self-efficacy in a given area of pediatrics and their score in that area on the knowledge portion of the survey. Conclusions: Our findings reveal opportunities for improvement in knowledge related to pediatric care in FM physicians in Armenia, as well as a lack of relationship between reported self-efficacy and knowledge. Thus, future programs should not rely solely on self-reported gaps to identify or prioritize areas of focus. Further study is recommended in other specialties in Armenia and internationally to improve future programs.

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Continuing Medical Education and Continuing Professional Development in the Republic of Armenia: The Evolution of Legislative and Regulatory Frameworks Post Transition

Cited by 11 publications

References 18 publications

Continuing professional development in the last decade – A scoping review

Continuing professional development in the last decade – A scoping review

Just-in-Time Continuing Education: Perceived and Unperceived, Pull and Push Taxonomy

Self-efficacy and knowledge in pediatrics among family medicine physicians in Armenia: A survey study

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