EFPIA Guideline on a Quality Framework of Principles in Lifelong Learning in Healthcare [0.03%]
欧洲制药工业和协会联盟关于医疗卫生终生学习质量框架原则的指导方针
Eva Hofstädter-Thalmann,Damian Largier
Eva Hofstädter-Thalmann
Vive la Différence: A Comparison of CPD Quality Assurance Systems in France and The United States [0.03%]
各具特色的教师专业发展质量保障体系——中美CPD质量保障制度比较研究
Anne Depaigne-Loth,Laure Poirat,Jean-Philippe Natali et al.
Anne Depaigne-Loth et al.
Offering relevant, evidence based continuing professional development (CPD) to ensure the continued competence of health professionals is a universal concern. This concern will become even more crucial in a world facing global health threat...
Meeting the Future: How CME Portfolios Must Change in the Post-COVID Era [0.03%]
展望未来：疫情后时代场外衍生品市场须何去何从
Janice Bain Sibley
Janice Bain Sibley
The COVID pandemic hastened the urgency for continuing medical education providers to offer digitised learning options in their portfolios. Although digitisation offers a wealth of potential benefits for delivering CME, including individual...
The European Examination in Core Cardiology in Focus: Evaluation and Recommendations Using Educational Theory [0.03%]
核心心血管病学欧洲考试解析：运用教育理论评估和建议
Enhui Yong,Karthick Manoharan,David Gent
Enhui Yong
The European Examination in Core Cardiology (EECC) is a knowledge-based postgraduate examination for cardiology specialists in Europe. It is designed to assess if a trainee has gained sufficient knowledge for independent specialist practice...
Continuing Professional Development (CPD) within the Workplace in a Digitised Health-Care System: The Perspective from a German Professional Union [0.03%]
数字化医疗卫生体系中的职场继续专业发展（CPD）：德国职业工会的视角
Reinhard Griebenow,Hans-Albert Gehle,Henrik Herrmann
Reinhard Griebenow
Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses [0.03%]
三种脊柱外科教育课程的混合在线学习评估
Emre Acaroglu,Muhammed Assous,Richard Bransford et al.
Emre Acaroglu et al.
COVID-19 pandemic created a need to improvise and redefine blended learning to be executed fully online. Background information on the effectiveness of fully online blended learning activities, especially for surgical disciplines is limited...
The Changing Face of Medical Education in the aftermath of COVID-19: The True Digital Era Begins [0.03%]
新冠疫情之后医学教育的转型：真正的数字时代开始了
Shouvik K Haldar,Guy Lloyd,G Andre Ng et al.
Shouvik K Haldar et al.
Continuing Medical Education (CME) in time of crisis: How medical societies face challenges and adapt to provide unbiased CME [0.03%]
危机时期的继续医学教育(CME)——医学协会如何应对挑战并提供无偏见的CME
Loredana Simulescu,Marieke Meijer,David B Vodušek;with the support of the BioMed Alliance CME Experts Permanent Committee representatives.
Loredana Simulescu
Healthcare professionals need to maintain their knowledge and skills to deliver the best possible care to patients. Medical societies play an important role as providers of continuing medical education (CME) and have actively continued this...
Matheus Lemos Azi,Kodi Edson Kojima,Rodrigo Pesántez et al.
Matheus Lemos Azi et al.
This study aims to evaluate the effectiveness of an online course to enable orthopaedic surgeons to acquire the core competencies necessary to prevent and treat fracture-related infections (FRI). This study included orthopaedic surgeons and...
Effective Learning in Virtual Conferences: The Application of Five Principles of Learning [0.03%]
在线虚拟会议中的有效学习——五大教育原则的应用
Eva Hofstädter-Thalmann,Jerome I Rotgans,Noelia Aybar Perez et al.
Eva Hofstädter-Thalmann et al.
In this article, we examine the adaptation of learning among scientists and healthcare professionals in conferences and symposia from face-to-face to fully virtual meetings accelerated in the last years. Advantages and limitations for both ...