Learning in Practice and Maintaining Certification in Pediatrics

Kind, Terry; Benjamin, John T.; Parboosingh, John; Rothstein, Edward; Perelman, R; Badat, Mary Carol; Bernstein, Henry H.

doi:10.1542/pir.28-5-e23

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…It is reported that adults are interested in learning which has immediate relevance to their jobs or lives (topics of immediate value). 13,14 At MMMC, many faculty members pursue part-time Ph.D, mainly because it will help them in their promotion upon successful completion, Adult learners are more problem-centered and want to make learning applicable to their lives. They view learning as most desirable when it is relevant and can be used currently rather than as something to be accessed in the distant future.…”

Section: Relevant Learning Based On the Extent To Which The Need Is Feltmentioning

confidence: 99%

Avenues for Professional Development: Faculty Perspectives from an Indian Medical School

Abraham

Pallath

Ciraj

et al. 2014

Kathmandu Univ. Med. J.

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Background Medical school faculty in India are challenged to balance teaching and professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The institution incorporates certain effective practices based on adult learning principles which are aimed at fostering the professional development of faculty members. Objectives The present study was undertaken to explore the perceptions of faculty members regarding the scope for professional development at Melaka Manipal Medical College, Manipal Campus. Methods In September 2009, a questionnaire comprising items (23) focusing on five adult learning principles (active participation, relevant learning, constructive feedback, safe, non-threatening environment and previous experiences) was designed and faculty members (n=23) were asked to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by asking the faculty to identify three factors which facilitated them to consciously get involved in professional development activities. They were also asked to identify three unfavorable factors that hindered their professional development. Results Among the five characteristics, relevant learning was found to have a high mean score. Frequency analysis of responses revealed that at Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters professional development (91.3%). Force field response analysis revealed Melaka Manipal Medical College offered considerable flexibility and opportunities for continuing professional development along with faculty members’ prevailing role as teachers. Nevertheless, the need for more research facilities and funds was highlighted. Conclusions Adherence to adult learning principles may provide avenues for professional development in medical schools. An organized attempt to make the medical school faculty aware of the scope of these practices appears to be necessary to nurture professional development in settings where there are resource constraints. DOI: http://dx.doi.org/10.3126/kumj.v10i4.10997 Kathmandu Univ Med J 2012;10(4):60-65

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Section: Relevant Learning Based On the Extent To Which The Need Is Feltmentioning

confidence: 99%

Avenues for Professional Development: Faculty Perspectives from an Indian Medical School

Abraham

Pallath

Ciraj

et al. 2014

Kathmandu Univ. Med. J.

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“…This effort sought to assess a pediatrician or subspecialist’s competence through processes that required and assessed evidence of continuous quality improvement over one’s practice career. In 2007, Kind et al detailed the planned MOC expansion to include lifelong learning with “dynamic self-assessments in a clinical context.” In 2010, the implementation of the revised MOC process included new specific requirements in a Program for Maintenance of Certification in Pediatrics, with 4 parts and a point system, shifting emphasis from CME to a new concept of self-directed continuous professional development . The 4 parts include (1) licensure, (2) knowledge/skill self-assessment requirements, (3) cognitive reexamination after initial certification, and (4) performance in practice.…”

Section: Introductionmentioning

confidence: 99%

Association of Medical School Pediatric Department Chairs Principles of Lifelong Learning in Pediatric Medicine

et al. 2016

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cademic pediatric departments have significant responsibility in the training of learners through medical school, residency, and fellowship and in the maintained competence of their faculty for the provision of care to significant populations of children. At all levels, departments must foster a commitment to the development of new knowledge that will improve child health. These responsibilities require that department leadership develop mission-based content expertise, administrative infrastructure, and collaborative working relationships with medical schools, hospitals, and external accrediting entities. To be successful, departments need to create and develop a learning community that includes effective strategies for ongoing individual and system improvements to ensure continual cognitive learning, competency, quality, and effectiveness of the educational, clinical, and research environments. In this article, we summarize work by the Association of Medical School Pediatric Department Chairs (AMSPDC) to develop and endorse a set of principles of lifelong learning and the results of a member survey designed to determine the strategies used by pediatric chairs to assess lifelong learning competencies across missions.The recognition that lifelong learning is an important principle in medical and residency training and clinical practice has been emphasized for many years in pediatrics. As an example, a Federation of Pediatric Organizations report explicitly highlighted the reality and expectation that the body of medical knowledge and discovery was "constantly expanding and clinicians must accept the challenge of lifelong learning" across the practicing continuum. 1 The Federation of Pediatric Organizations report identified the importance of learning styles, filling gaps in knowledge, and providing various continuing medical education (CME) approaches and measures of the effect of CME on physician competence and performance. In 2000, the American Board of Medical Subspecialties (ABMS) joined the Accreditation Council for Graduate Medical Education (ACGME) in the development and adoption of 6 core competencies. Not long after, the competencies were incorporated into a new maintenance of certification (MOC) process launched by the American Board of Pediatrics (ABP) in 2003. This effort sought to assess a pediatrician or subspecialist's competence through processes that required and assessed evidence of continuous quality improvement over one's practice career. In 2007, Kind et al 2 detailed the planned Pediatric general and subspecialty care requires continuous effort to maintain knowledge and competencies in clinical practice. Equally important are efforts by investigators and educators to maintain knowledge and competencies in the conduct of research and training. The Association of Medical School Pediatric Department Chairs initiated a survey in July 2015 to define principles of lifelong learning in pediatric medicine and determine the approaches and strategies used by chairs to assess knowledge and competence a...

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