Role of conferences and continuing medical education (CME) in post-graduate anaesthesia education

Kamal, Manoj; Bhargava, Suresh K.; Katyal, Sunil

doi:10.4103/ija.ija_1102_21

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…This is consistent with the findings in Australia, where more than 80 percent of optometrists considered continuing education conferences and events to be very important information sources in their clinical practices regarding childhood myopia (Douglass et al 2020); it is also consistent with a study on agerelated macular degeneration, where 62.9% ECPs in the UK obtained their sources of information from conference presentations (Lawrenson & Evans 2013). From continuing education conferences, attendees usually get the latest information, product knowledge and networking with peers from similar fields of interest (Kamal et al 2022;Mishra 2016;Schreiber & Dole 2012), especially in the fast-growing field of myopia research (Martínez-Pérez et al 2023;Wolffsohn et al 2020). However, care must be taken as continuing education conferences can be influenced by the interests of sponsors/organisers (Mishra 2016).…”

Section: Discussionsupporting

confidence: 87%

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

Wan Omar,

Cruickshank,

Radhakrishnan

2024

BIOJ

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Purpose: This study aimed to explore the support that UK optometrists feel they require to facilitate their engagement with myopia control intervention. Methods: A self-administered online survey was distributed via QualtricsXM to practising optometrists in the UK via email lists and newsletters of local optical committees, social media, and optometric networks. Questions focussed on learning styles, training needs and barriers to learning. Results: Fifty-five respondents completed the survey. Forty-eight respondents answered the question on where they get information about myopia control and learning style, 79.2% indicated that conferences offering Continuing Professional Development (CPD) material were their main source, and 20.8% preferred online learning as the preferred format of delivery. Optometrists would like to receive training in clinical assessments (78.9%), evaluating suitable interventions (76.3%), developing and implementing specific patient intervention plans (76.3%), carrying out chosen myopia control interventions (fitting/prescribing) (73.7%), and the use of pharmacological interventions (94.4%). Of the 40 respondents who answered professional development questions, 97 5% were most interested in finding, identifying and applying evidencebased practice (EBP), followed by clinical decision-making in myopia control (95.0%). When asked about barriers to learning in this field, 29.7% reported limited time to attend training as the greatest barrier. Conclusion: Optometrists felt they need training in various aspects of myopia management, from practical skills to assessing and fitting/prescribing appropriate myopia control interventions. They were also interested in learning more on EBP and clinical decision-making related to myopia control. To improve the uptake of myopia control among optometrists, various learning methods, especially online learning, and providing sufficient time for training are crucial.

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Section: Discussionsupporting

confidence: 87%

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

Wan Omar,

Cruickshank,

Radhakrishnan

2024

BIOJ

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“…Pre-course tests and post-course evaluation assess the effectiveness of the programme for the trainees and are used to improve upon the content of previous CME programmes. [ 12 ] Subspeciality CME accreditation in anaesthesia is done by other dedicated professional bodies such as Academy of Regional Anaesthesia, Indian Association of Paediatric Anaesthesiologists, Indian Society of Critical Care Medicine, Indian Association of Cardiovascular Thoracic Anaesthesiologists, etc.…”

Section: Competency-based Medical Education Curriculum and Newer Meth...mentioning

confidence: 99%

Recent advances in research, training and teaching in anaesthesia and critical care

Bajwa

Hemantkumar

Sanwatsarkar

et al. 2023

Indian Journal of Anaesthesia

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Teaching and learning in anaesthesia and critical care has traditionally included seminars, journal clubs and clinical teaching in the operation theatre. The aim has always been to ignite the spark of thinking and self-directed learning in the students. The process of ‘dissertation preparation’ introduces basic knowledge and interest in research in the postgraduate student. All this is followed by an examination at the end of the course including the theory and practical assessment in the form of long and short case discussions and table viva-voce. The National Medical Commission in 2019 introduced the competency-based medical education curriculum for anaesthesia postgraduates. This curriculum focuses on structured teaching and learning. It has specific learning objectives in theoretical knowledge, skills and attitude development. The building up of communication skills has been given due importance. Though research in anaesthesia and critical care is steadily progressing, much work needs to be done on its improvement.

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“…Medical conferences remain the main mechanism for continuing professional development and educating healthcare professionals on updates and innovation [ 3 ]. Combinations of lectures, workshops, presentations and informal interactions with peers allows for the development of standards within healthcare [ 4 ]. The Quality Improvement South West (QISW) international conference was created in order to promote awareness of QI, encourage learning from others, and make QI more accessible within healthcare.…”

Section: Introductionmentioning

confidence: 99%

Improving Quality Improvement: 4 years of international medical QI conferences

Okocha

Bruno

Ghandour

et al. 2022

JRS

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Role of conferences and continuing medical education (CME) in post-graduate anaesthesia education

Cited by 6 publications

References 10 publications

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

Recent advances in research, training and teaching in anaesthesia and critical care

Improving Quality Improvement: 4 years of international medical QI conferences

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Role of conferences and continuing medical education (CME) in post-graduate anaesthesia education

Cited by 6 publications

References 10 publications

UK Optometrists&rsquo; Professional Learning Needs Toward Engaging with Myopia Control Interventions

UK Optometrists&rsquo; Professional Learning Needs Toward Engaging with Myopia Control Interventions

Recent advances in research, training and teaching in anaesthesia and critical care

Improving Quality Improvement: 4 years of international medical QI conferences

Contact Info

Product

Resources

About

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions