Identify the Harms and Management Challenges of Continuing  Medical Education (A phenomenological Study)

Jalilzadeh Amin, Bahram; Nejadhajali Irani, Farhad; Bohloli, Nader; Beighzadeh, Yousef

doi:10.30473/ipom.2020.54127.4148

Document Type : Exploratory

Authors

¹ Ph.D Candidate, Department of Public Administration, Branch Bonab, Islamic Azad University, Bonab, Iran

² : Assistant Professor, Department of Public Administration, Branch Bonab, Islamic Azad University, Bonab, Iran

³ Assistant Professor, Department of Public Administration, Branch Bonab, Islamic Azad University, Bonab, Iran

https://doi.org/10.30473/ipom.2020.54127.4148

Abstract

The present qualitative study continued with a phenomenological approach in the spring of 1999 on 19 professors of continuing medical education and curriculum planning specialists in a targeted manner until the data were saturated and with respect to the confidentiality of information and places of study whenever they wished. Data collection was done through semi-structured interviews, data were analyzed based on phenomenological method. In general, 5 main themes and 12 sub-themes were extracted, the main themes being the main challenges of continuing medical education, not using the appropriate teaching model. Lack of individual and group action research, life challenge, and utilization of it. Lack of effective management of training for physicians, lack of active teaching methods, lack of motivation for physicians to learn, lack of transfer of lived experiences of general practitioners, the need for educational research, structural problems of the system of continuing medical education, creating the necessary platform for e-learning , Benefit Ray of Telemedicine Knowledge
In the quality department of continuing medical education for general practitioners, proper and serious supervision should be examined and a comprehensive system should be designed to evaluate learning so that the actual learning can be measured. Therefore, physicians should be provided with a suitable platform for transferring lived experiences. Take an effective step towards each other and the promotion of specialized knowledge.

Keywords

20.1001.1.2322522.1400.9.0.18.8

References

AbuSneineh W, Z. M. (2010). An evaluation framework for e-learning effectiveness in the Arab world. Retrieved from https://www.sciencedirect.com/referencework/9780080448947/international-encyclopedia-of-education

Akbari, Z. (2018). The Need to Develop and Incorporate the Soft Skills (General) Courses into the Educational Curriculum of Medical Sciences' students. Journal of Medical Education and Development,13(2),114-139. (In Persian)

Alwadie, A. D. (2013). Online continuing medical education in Saudi Arabia. Performance Improvement, 52(1), 24-28.

Asadi loyeh, A. (2016). The Survey of Educational Needs to Empower Faculties in GUMS. Research in Medical Education, 8(2), 37-48. (In Persian)

Ataei M, S.H. S. (2019). Effective Teaching Model in Continuing Medical Education.J Mazandaran Univ Med Sci, 29(176), 202-207. (In Persian)

Barnes, B. (2017). Financial conflicts of interest in continuing medical education: implications and accountability. Jama, 317(17),1741-1742.

Barteit, S. G. (2020). Evaluation of e-learning for medical education in low-and middle-income countries: A systematic review. Computers & education,145,103726.

Barzansky, B. H.W. (2015). Continuous quality improvement in an accreditation system for undergraduate medical education: benefits and challenges. Medical teacher, 37(11), 1032-1038.

Boromand, N. (2020). Views of General Practitioners and Clinical Medical School Faculty to Adapt the Educational needs of Continuing Medical Education programs. Journal of Medical Education & Development. (In Persian)

Davis, D. M.V. (1999). Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? Jama, 282(9), 867-874.

Dowling, S. J. (2019). Does locally delivered small group continuing medical education (CME) meet the learning needs of rural general practitioners? Education for Primary Care, 30(3),145-151.

Hatamifar, K., (2014). Study of student's satisfaction with student services at Payam Noor University. Quarterly Journal of Research and Planning in Higher Education, 19(4), 117-139. (In Persian)

Hazrati, H. (2020). Need Assessment Models of Continuing Medical Education in Advanced and. Depiction of Health,10(1), 74-83. (In Persian)

Herrera, C. A. (2012). Evaluación del ambiente educacional en programas de especialización médical. Rev Med Chile, 140(12),1554-1561.

Javadi, Z. H. (2020). Designing a model to improve the quality of residents’ education in implementing the Health System Transformation Plan. Research in Medical Education,12(1), 24-35. (In Persian)

Kafadar, D. A. (2019). Evaluation of Experiences and Perceptions of Family Physicians on Continuing Medical Education and the Effect on Daily Clinical Practice. Konuralp Tıp Dergisi, 11(3), 337-343.

Kanneganti, A. C.H. (2020). Continuing medical education during a pandemic: an academic institution’s experience. Postgraduate medical journal, 96(1137), 384-386.

Loukzadeh, Z. A. (2014). Viewpoint of faculty members of Yazd Shahid Sadoughi University of Medical Sciences about distance learning by Continuing Medical Education. Journal of Medical Education Development, 7(14), 86-93.

McMahon, G. T. (2018). Evolution of continuing medical education: promoting innovation through regulatory alignment. jama, 319(6), 545-546.

Mirmoghtadaie, Z. S. (2019). The Effectiveness of Blended Learning in the Field of Medical Education: Explaining Dimensions and Components Based on Stakeholder Experiences. Journal of Medical Education Development, 12(33), 26-33.

Mohammadi, A. M. (2010). Measuring Students' Satisfaction of Educational Services Quality and Relationship with Services Quality in Zanjan University of Medical Sciences. Journal of Medical Education Development, 2(3), 48-59. (In Persian)

Mullan, J. R. (2014). Investigating the impact of a research-based integrated curriculum on self-perceived research experiences of medical students in community placements: a pre-and post-test analysis of three student cohorts. BMC medical education, 14(161), 1-9.

Pourghane P, E. S. (2018). Faculty Members’ Experiences about Participating In Continuing Education Programs. Research in Medical Education, 10(1), 20-10. (In Persian)

Rajabzadeh, R. (2017). Educational needs assessment of general practitioners working in North Khorasan University of Medical Sciences. Ahwaz Jundishapur Education Development Quarterly,18(3), 251-259. (In Persian)

Sameie, F. (1384). Accreditation of continuing education in the Iranian medical community. Seventh National Conference on Medical Education. Esfahan. (In Persian)

Tofighi Sh., S. J. (2011). Quality of educational services from the viewpoints of students; SERVQUAL model. Bimonthly Educ Strateg Med Sci, 4(1), 21-26. (In Persian)

Voss Roediger, G. T. (2007). Service quality in higher education: The role of student expectations. Journal of Business Research, 60(9), 949-956.

Public Organizations Management

Identify the Harms and Management Challenges of Continuing Medical Education (A phenomenological Study)

References

References

Volume 9, Issue 2 - Serial Number 34
April 2021
Pages 153-162

Identify the Harms and Management Challenges of Continuing Medical Education (A phenomenological Study)

References

References

Volume 9, Issue 2 - Serial Number 34April 2021Pages 153-162

Volume 9, Issue 2 - Serial Number 34
April 2021
Pages 153-162