Scope of Practice and Certification and Licensure of Medical Assistants in the United States [0.03%]
美国医疗助理的执业范围和认证及执照问题
Roaa Aggad,Wah Wah Myint,Qiping Fan et al.
Roaa Aggad et al.
Introduction: A medical assistant (MA) works under the supervision of physicians or nurses to perform standard clinical and administrative tasks in different health care settings. There is little consistency across the Un...
European Health Care Professionals' Readiness, Benefits, and Ethical Concerns Regarding Generative AI in Continuing Education [0.03%]
欧洲卫生专业人员关于生成式人工智能在继续教育中的准备程度、收益和伦理顾虑
Aleksandra Borzanović,Aleksandra Klašnja-Milićević,Nataša Papić-Blagojević et al.
Aleksandra Borzanović et al.
Introduction: Generative artificial intelligence (GenAI) tools such as ChatGPT are rapidly transforming health care education. Understanding how health care professionals perceive these technologies is vital for responsib...
Professional Inclusivity: Creating Professional Development Learning Environments to Facilitate Learning Across the Health Professions [0.03%]
专业性包容性：建立跨健康职业的学习环境以促进专业发展和学习
Maura N Polansky,Jascha de Nooijer,Goetz Fabry
Maura N Polansky
Introduction: Learning environments involving multiple health professions may provide opportunities for interprofessional learning (IPL). However, not all multiprofessional settings provide the necessary conditions to sup...
Mechanisms of Change: Qualitative Analysis of a Group Peer Mentoring Intervention for Academic Medicine Research Faculty [0.03%]
变革机制：学术医学研究 faculty群体同行指导干预的定性分析
Lance D Laird,Kimberly Bloom-Feshbach,Barbara Bokhour et al.
Lance D Laird et al.
Introduction: Despite the recognized need for effective mentoring for faculty in academic medicine, mechanisms driving successful mentoring interventions remain underexplored. Two consecutive cohorts of 20 academic medici...
From Reflections to Actions: The 50th Anniversary of the Alliance for Continuing Education in the Health Professions [0.03%]
从反思到行动：卫生专业继续教育联盟成立50周年
Vince Loffredo,Audrie Tornow
Vince Loffredo
From Vision to Image: Visualizing Professional Identity in a Health Professions Educator Curriculum [0.03%]
从视野到形象：健康职业教学课程中专业身份的视觉化
Rachel W Moquin,Bola Gawargious,Avi Dobrusin et al.
Rachel W Moquin et al.
Introduction: Although health care professionals develop a professional identity through intensive education and training programs in their fields, there is not the same formal process for developing a parallel identity a...
From Theory to Practice: Evaluating the Integration of Adult Learning Theory in Continuing Medical Education Activities [0.03%]
从理论到实践：成人学习理论在继续医学教育活动中的应用及评价研究
Adrienne R Madhavpeddi,Jessica L Walter,Jordan R Wells et al.
Adrienne R Madhavpeddi et al.
The underpinnings of adult learning theory are foundational to continuing medical education (CME). Several widely studied learning theories are relevant to medical providers including deliberate practice, situated learning theory and commun...
Enhancing Naloxone Reach Through Innovative Training Strategies at an Academic Medical Center in Arkansas [0.03%]
阿肯色州一家学术医学中心通过创新培训策略增强纳洛酮的普及率
Leah Tobey-Moore,Adrian J Williams,Meghan Breckling
Leah Tobey-Moore
The Arkansas Naloxone Education and Training (ANET) program, based at the University of Arkansas for Medical Sciences, was developed to address the urgent need for opioid-overdose prevention across the state. Funded by the Substance Abuse a...
Developing an Online Professional Development Module to Support Family-Centered Service in Pediatric Rehabilitation [0.03%]
开发一个在线专业发展模块以支持儿科康复中的以家庭为中心的服务
Mihee An,Jeonghui Kim
Mihee An
Introduction: Despite strong evidence supporting family-centered service (FCS), service providers (SPs) often face challenges in applying these practices in pediatric rehabilitation. This report describes the development ...
Pediatric Emergency Department Provider Experience Using the Revised Safer Dx for Self-Directed Feedback on Diagnostic Performance [0.03%]
改良版Safer Dx在儿科急诊医师自我反馈诊断性能中的应用体验
Joseph A Grubenhoff,Mairead Dillon,Alexandra T Geanacopoulos et al.
Joseph A Grubenhoff et al.
Introduction: Well-calibrated diagnostic performance requires feedback on decisions. Emergency department and urgent care (ED/UC) clinicians infrequently receive diagnostic performance feedback. We explored clinician expe...