Continuing Medical Education Credits Research Articles

E-learning—an interventional element of the PRiVENT project to improve weaning expertise

BackgroundPRiVENT (PRevention of invasive VENTilation) is an evaluation of a bundle of interventions aimed at the prevention of long-term invasive mechanical ventilation. One of these elements is an e-learning course for healthcare professionals to improve weaning expertise. The aim of our analysis is to examine the implementation of the course in cooperating intensive care units.MethodsThe course has been developed through a peer review process by pulmonary and critical care physicians in collaboration with respiratory therapists, supported by health services researchers and a professional e-learning agency. The e-learning platform “weLearn” was made available online to participating healthcare professionals. Feedback on the e-learning programme was obtained and discussed in quality circles (QCs). We measured the acceptance and use of the programme through access statistics.ResultsThe e-learning course “Joint Prevention of Long-Term Ventilation” consists of 7 separate modules with practice-oriented training units as well as a cross-module area and corresponding interactive case studies. Users can receive 23 CME (continuing medical education) credits. The platform was released on July 1, 2021. By June 28, 2023, 214 users from 33 clinics had registered. Most users (77–98%) completed the modules, thus performing well in the test, where 90–100% passed. In the QCs, the users commended the structure and practical relevance of the programme, as well as the opportunity to earn CME credits.ConclusionEspecially for medical staff in intensive care units, where continuous training is often a challenge during shift work, e-learning is a useful supplement to existing medical training.Trial registrationThe PRiVENT study is registered at ClinicalTrials.gov (NCT05260853) on 02/03/2022.

Effectiveness of Cross-Platform Online Activities to Reinforce Physician Competence Around BCMA-Directed Therapies in Multiple Myeloma

Background: Multiple myeloma (MM) treatments have grown more complex in the past 5 years, with several approved treatment options targeting B-cell maturation antigen (BCMA) and emerging data around soluble BCMA and sequencing BCMA-directed therapies. Understanding these new diagnostic and treatment paradigms is important to inform rational clinical decision making in MM. Video platforms such as YouTube and VuMedi can provide a convenient and costless method to deliver content, but their ability to reach and teach US physicians has not been studied extensively for MM. We investigated usage and pre/post survey data from viewers of a continuing medical education (CME) video activity about BCMA in MM, which was available on several online platforms. Methods: We developed a CME-approved lecture with Hematology/Oncology Fellows as a target audience. The video entitled Leveraging BCMA-Directed Therapies for Improved Patient Outcomes in Relapsed/Refractory Multiple Myeloma discussed BCMA-targeting therapies and soluble BCMA in the context of a larger framework around risk assessment and treatment decision making in MM. The 1.00-hour streaming video lecture was made accessible as a CME-approved enduring webinar archive starting on May 23, 2023, on the i3 Health website, YouTube, and VuMedi. Viewers could receive CME credit by completing assessments and evaluations on the i3 Health website, which included repeated-pairs pre- and post-activity case-based questions and self-perceived gains in confidence and competence using 5-point Likert scale questions. Responses were analyzed descriptively, with Fisher's exact test used to compare responses to questions. Results: At the 2-month follow-up date of July 23, 2023, the video has been viewed 211 times, with 55 views on i3 Health, 139 views on YouTube, and 17 views on VuMedi, representing viewers from across the US and internationally. Baseline assessment data revealed gaps in knowledge in all areas that were addressed by the activity (Table 1). For learners who completed the assessments in the enduring activity, the mean score for all topics combined rose by 52% (37% vs 89%). The activity resulted in significant gains in knowledge and competence related to these topics, with P < 0.001 for all learning gains (Table 1). Upon completion of the activity, 96% of learners self-reported that knowledge acquired from this activity would be utilized to improve the outcomes of their patients, and 96% of learners self-reported that based on the information learned during the activity, they felt more confident in treating patients with MM. Conclusion: Over 200 US viewers from both rural and urban areas have viewed this lecture, primarily on YouTube but also on other platforms. Based on viewership of i3 Health's accredited activities from the past year, more than 1,200 viewers from 30 countries are expected to be represented by the end of the 12-month period. The post-activity assessment demonstrates notable areas of knowledge gains around BCMA-directed therapies in MM. The improvements in competence seen on the case-based assessment questions, as well as gains in self-perceived competence and confidence in treating patients with cancer, show significant impact and the educational benefits of online video viewing.

Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework.

Many health professions faculty members lack training on fundamental lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health topics. Faculty development is needed to address knowledge gaps, improve teaching, and prepare students to competently care for the growing LGBTQ+ population. We conducted a program evaluation of the massive open online course Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators from the Stanford School of Medicine. Our goal was to understand participant demographics, impact, and ongoing maintenance needs to inform decisions about updating the course. We evaluated the course for the period from March 27, 2021, to February 24, 2023, guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. We assessed impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, performance on a pre- and postcourse quiz, open-text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. We analyzed demographics using descriptive statistics and pre- and postcourse quiz scores using a paired 2-tailed t test. We conducted a qualitative thematic analysis of open-text responses to prompts within the course and CME evaluation questions. Results were reported using the 5 framework domains. Regarding Reach, 1782 learners participated in the course, and 1516 (85.07%) accessed it through a main course website. Of the different types of participants, most were physicians (423/1516, 27.9%) and from outside the sponsoring institution and target audience (1452/1516, 95.78%). Regarding Effectiveness, the median change in test scores for the 38.1% (679/1782) of participants who completed both the pre- and postcourse tests was 3 out of 10 points, or a 30% improvement (P<.001). Themes identified from CME evaluations included LGBTQ+ health as a distinct domain, inclusivity in practices, and teaching LGBTQ+ health strategies. A minority of participants (237/1782, 13.3%) earned CME credits. Regarding Adoption, themes identified among responses to prompts in the course included LGBTQ+ health concepts and instructional strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood of practice change. Regarding Implementation, the course cost US $57,000 to build and was intramurally funded through grants and subsidies. The course faculty spent an estimated 600 hours on the project, and educational technologists spent another 712 hours. Regarding Maintenance, much of the course is evergreen, and ongoing oversight and quality assurance require minimal faculty time. New content will likely include modules on transgender health and gender-affirming care. Teaching LGBTQ+ Health improved participants' knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The web-based course will continue to be offered, and new content will likely be added.

Review of Continuing Medical Education in Tick-Borne Disease for Front-Line Providers.

Considering increasing rates of tick-borne diseases (TBDs) in the United States, we investigated the scope of continuing medical education (CME) available to physicians on these infections. We surveyed online medical board and society databases serving front-line primary and emergency/urgent care providers for the availability of TBD-specific CME between March 2022 and June 2022. We recorded and analyzed opportunity title, author, web address, publication year, learning objectives, CME credit values, and CME credit type. We identified 70 opportunities across seven databases. Thirty-seven opportunities focused on Lyme disease; 17 covered nine non-Lyme TBDs, and 16 covered general topics on TBDs. Most activities were hosted through family medicine and internal medicine specialty databases. These findings suggest limited availability of continuing education for multiple life-threatening TBDs of increasing importance in the United States. Increasing the availability of CME materials covering the broad scope of TBDs in targeted specialty areas is essential for increased content exposure and a necessary step to ensure our clinical workforce is adequately prepared to address this growing public health threat.

Medical conferences and medical practice

Now these days, the organization of conferences for medical professionals, especially orthopedic professionals, has increased a lot. We have an annual conference of the national body, i. e., the Indian Orthopaedic Association. Apart from that, we have an annual meeting of the Central Zone of Indian Orthopaedic Association and many national bodies of subspecialties such as – Paediatric Orthopaedic Society of India, The Association of Surgeons for the Application and Methodology of Ilizarov, Indian Foot and Ankle Society, Indian Society of Rheumatology, Association of Spinal Surgeons of India, Indian Arthroscopy Society, Indian Arthroplasty Society, The Association of Pelvis and Acetabular Surgeons of India, and many more. Furthermore, we have annual conferences of state bodies of orthopedic surgeons in various states. All these states have their annual meeting once a year. Almost one fourth of a year (90 days) is spent attending scientific meetings. DO WE REALLY BENEFIT FROM THESE MEETINGS? This question was relevant 20 years back and is relevant even today as we find in journals and articles.[1,2,3] Most of the members who attend the national body meetings are seen on the stalls or enjoying the hospitality of pharmaceuticals and organizers. Some go to nearby tourist places with their families and few stay in the meetings. In the halls, half of the presentations are repetitions of the same information and only few presentations really impact our minds and practice. As discussed by Mishra in his editorial, we need to regulate the number and quality of these meetings.[1] He suggested that the scientific meetings should be organized by national and international medical societies. It should impart clarity of knowledge and enable skill development. Guidelines should be made for organizing a Continuing Medical Education (CME) such as well-defined aim, methodology, participants, and faculty streamlined conduction of a conference. Each conference should have a specific goal, mission, and vision which are different from others so that a clear-cut objective is achieved at the end of a meeting. All conferences should offer CME credits. Care should be taken to ensure effective participation/interaction with delegates.[1] These suggestions are very practical. Ioannidis opined that these meetings should aim to disseminate and advance research, training, and education, and set evidence-based policy. However, the evidence do not support the utility of most conferences. He also discussed the negative aspects of travel by the delegates, speakers, and pharma people in large scale. The alternatives suggested by him include video conference meetings and the development of educational tools for training utilizing huge savings.[4] In 2008, BMJ (volume 336) published an article on medical conferences. Green had opinions against high-profile, luxurious meetings. He advocated the use of videoconferencing, virtual networks, virtual posters, or conference videos for such meetings. This will help in reducing the cost incurred on these meetings as well as it will save the environmental from the ill effects of traveling. The carbon burden of flying to far-off places is millions of tons. Like smoking, fuel burning in traveling needs to be reduced. Furthermore, the cost of huge hotels, conference venue management, and delegate activities had an impact on the environment.[5] On the contrary, Prof. James Owen Drife, Professor of Obstetrics and Gynecology at Leeds General Infirmary, Leeds, UK favored the organization of medical conferences. Regarding carbon emissions, he quoted that 6.3% of emissions are from air travel which has very little impact on the environment. He also quoted an article of 1995 suggesting medical conferences gives us – education, inspiration, evaluation, presentation, and recreation. It has high impact on fellow colleagues to work hard and grow.[5] Usually, the conferences are self-funded or supported by the government. The situation is not the same always. On several occasions, the meetings are organized and sponsored by the pharmaceuticals with the aim of promoting their products and to oblige the prescribing physicians. Abakumova et al. surveyed the invitations to the physicians in the city of Kazan, Russia in 2012–2013. They concluded that pharmaceuticals invite physicians for scientific meetings on an average of 2.4 (2012) and 2.8 (2013) conferences/month. The highest number of invitations was in November. Most of the meetings were sponsored by pharmaceutical. Here, apart from the exchange of scientific knowledge, entertainment is also arranged. The overt and covert participation of pharmaceuticals may affect the clinical practice either directly or indirectly.[6] In another study, Rutledge et al. found that more than 50% of medical conferences are supported by pharmaceuticals.[2] The over dependence of doctors on the pharmaceuticals for these meetings erodes their integrity and image. Doctors and drug companies may work together to advance knowledge and promote ethical health care. However, unwanted association harms all– patients, doctors, and pharmaceuticals. Considerable evidence exists that drug companies influence doctors, prescribing habits.[3] As Anand aptly puts it, “No one should have any doubt that the costs of industry-sponsored trips, meals, gifts, conferences, and symposia have simply added to the prices of drugs and devices. The drug industry treats doctors as prescribers and not caregivers. When we attend a sponsored banquet, we may be adding significantly to the drug prices in India.”[7] The American College of Physicians[8] and The World Medical Association[9] reviewed the association of doctors and pharmaceuticals. Instead of breaking the relationship, these bodies suggest, ethical association between the two and to help the society and the medical field together. They suggested no individual doctors should receive direct payment from commercial companies to cover traveling expenses or compensation for their time. Pharmaceuticals should have no influence on the content, presentation, choice of speakers, or publication of results. The companies supporting the event should be publicly disclosed. Funding for a conference should be accepted as a contribution to the general costs of the meeting but not as payment for any specific lecturer or participant. Physicians should not accept gifts, hospitality, services, and subsidies from the industry if acceptance might diminish, or appear to others to diminish, the objectivity of professional judgment. All conference organizers and lecturers should disclose their financial affiliations to the conference participants. This activity makes the conference transparent. A similar suggestion was given by Mishra. A healthy and transparent partnership between industry and the medical profession is essential for innovation and effective translation of basic science to clinical practice culminating in the optimal improvement of patient outcomes. Attempts must be made to curtail costs in conferences and remain focused on the educational component. At the same time, the meeting venue should be presentable and state-of-the-art because not only it helps in effective communication but also is a matter of prestige with our international faculty.[1] Kalantri demonstrated that simple, quality educational conferences can be held without the industry's involvement, provided there is some institutional support, and delegates agree to pay for their own education. They organized two state-level conferences at MGIMS, Wardha. They showed that an educationally useful program in a medical college can be organized provided doctors in India pay the conference fees from their own wallets. By doing so, they can maintain the academic independence and integrity of medical science.[6] Professional bodies, medical colleges, and teaching hospitals should adopt policies to minimize the influence of drug companies on medical education.[3] The effect of conferences on publication was highlighted by Daruwalla et al.[10] The authors found that podium presentations were more than twice as likely to be published compared to poster presentations and international presenters were more likely to have their work published than local presenters. They found that trauma articles were less likely to be published compared to subspecialty articles. Subspecialty conferences have been found to quote publication rates ranging between 40% and 64%.[11,12,13,14] The median time to publication after presentation was found to be 16.5 months and ranged between 0 and 76 months.[15] They suggest that each national orthopedic association should determine the ratio of “presentations” to “publications” and use this as a measure of their annual conference's impact on the addition and advancement to the orthopedic literature. This tool may in turn assist clinicians in determining which meetings to attend. Acknowledgments We would like to thank Dr. Shweta Lall, Professor, Endodontics and Conservative Surgery, B R Ambedkar Dental College, Patna.

Regulators Collaborate to Digitize CME for America’s Doctors

ABSTRACT Since 2010, the Accreditation Council for Continuing Medical Education (ACCME®) has maintained a database, the Program and Activity Reporting System (PARS), as a central repository for information about accredited education providers and their activities. The database has been expanded with the goal of creating an integrated, centralized data system. The ACCME collaboration since 2015 with specialty certifying boards served as a proof of concept that creating a centralized system that facilitates the free flow of data can provide value to physicians and medical regulatory boards. In 2018, ACCME undertook a pilot project that expanded reporting of credit for certifying boards to also include reporting of continuing medical education (CME) credit for 3 state medical licensing boards. Based on the success and lessons learned from the pilot, the ACCME decided to invest in building a new version of PARS to include any state medical licensing boards that chose to use the data. Launched in November 2021, the new PARS enables accredited organizations to enter CME credit data for all US physicians. Physicians may access their data via CMEPassport.org. By leveraging the power of a common database, regulatory bodies can demonstrate accountability, integrity, and transparency; reduce burdens on physicians; facilitate physicians’ commitment to lifelong learning; transform the perception of CME from a checkbox exercise to a currency for change; and contribute to advancing clinician practice and healthcare improvement for patients and communities throughout the country.

How podcasts teach: A comprehensive analysis of the didactic methods of the top hundred medical podcasts

Purpose Medical podcasts have grown in popularity, but little is known about their didactic methods. This study sought to systemically describe the pedagogical approach employed by the 100 most popular medical podcasts in the United States. This study also aimed to assess factors related to quality control and conflicts of interest in podcasting. Methods The authors averaged the rank positions for Apple podcasts in the Medicine category in the United States from 06/01/18 to 09/30/20 to generate a list of the 100 highest-ranked medical podcasts. They developed and validated a categorization system of didactic methods based on Bloom’s taxonomy and collected data on didactic methods, as well as podcast affiliation, target audience, format, advertising, continuing medical education (CME) offerings, and presence of a reference list or review process. Results Of the 100 most popular medical podcasts, 91 are educational. Of those, 51 are podcasts intended for physician education (PIPEs) while 40 are intended for other audiences, including the general public, nurses, and physical therapists. Compared with podcasts intended for other audiences, PIPEs engage higher levels of Bloom’s taxonomy (p < 0.001). Among PIPEs, 18 (35.2%) are affiliated with an individual, 16 (31.4%) with a company, and 12 (23.5%) with a professional journal. 38 PIPEs (74.5%) are targeted toward all levels of medical learners. PIPEs are significantly more likely to list references or have a peer review process in place (n = 37, 72.5% vs. n = 15, 37.5%, p = 0.001) and offer CME credits (n = 20, 39.2% vs. n = 2, 5.0%, p < 0.001) than podcasts intended for other audiences. Conclusions Medical podcasts employ a variety of didactic methods, including those ranked highly on Bloom’s taxonomy. Unlike traditional medical education, PIPEs are commonly produced by individuals or companies and targeted to all levels of medical learners.

A Scoping Review of Labor and Organ Trafficking Resources for U.S. Healthcare Professionals

ABSTRACT To summarize available curricula and identify gaps in publicly available or published educational resources for healthcare professionals on labor and organ trafficking. The following databases were searched to January 2022: Cochrane, Embase, Google Scholar, Pubmed, Scopus, and Web of Science. Additional educational resources were added through snowball method and gray literature search. Inclusion criteria were materials for healthcare professionals or trainees on labor or organ trafficking published in any year or language. Exclusion criteria were empirical or survey research. The PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) checklist was used. Of the 37 resources which met criteria, 32 (86.5%) defined labor trafficking, 24 (64.9%) described indicators or warning signs, 18 discussed prevention (48.6%), 16 (43.24%) included child labor, 9 (24.3%) were eligible for Continuing Medical Education credit, 8 (21.6%) included organ trafficking, 3 mentioned race or racism (8.12%), and 3 (8.12%) considered trainee education. Labor and organ trafficking directly inhibits progress toward UN Sustainable Development Goals 8, 10, 12, and 16. This scoping review reveals minimal comprehensive published resources for healthcare professionals, which challenges their ability to address human trafficking.

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

INTRODUCTION Conferences and continuing medical education (CME) programmes are important for post-graduate students (PGS) in imparting education and sharpening their skills.[1] All healthcare personnel are supposed to be updated on the evidence-based practices that keep on changing with newer information. The latest knowledge, evidence-based practices and fine skills encourage the PGS, and help them to behave ethically.[2] Hence, the National Medical Commission (NMC), in its guidelines for post-graduate training programmes, specifies that PGS should attend conferences to advance their clinical knowledge and skills.[34] Academic benefits of CME programmes and conferences The PGS of any stream are of adult age group, hence educational activities should be focused on adult learning principles. The four basic concepts of adult learning theory are motivation, reinforcement, retention and transference. The PGS should be motivated to attend the CME programmes and conferences. These academic activities add new knowledge as well as reinforce the existing knowledge. There should be some techniques to test the retained knowledge. It is said that the topics that transform the practice of PGS shall improve the healthcare delivery in the country.[5] CME programmes are low-cost, small-group meetings at the doorstep of PGS, and are focused on a specific topic. These are easy ways to disseminate knowledge. One-to-one interactions among colleagues and peers in CME programmes and conferences provide an opportunity to improve communication and interpersonal skills. Literature states that attending CME programmes can produce a change in biological outcome and physician and patient satisfaction.[6] Conferences are important major platforms or events where the students can present their work. The strength and limitation of this work can be discussed with experts and pioneers in the field of anaesthesia. As a consequence, more novel ideas are born and help to take the research onto the next level. PGS can present papers, posters on various podiums and participate in state and national level quiz competitions at the conferences. Appreciation of work in the form of awards at such competitions motivates them to continue with conducting research and find newer techniques of providing anaesthesia and improve the present-day practice. The knowledge attained from the conferences and CME programmes helps them to qualify the various board examinations and helps in research and innovations. Nevertheless, the importance of CME programmes and conferences in post-graduate education is recognised by the NMC, which mandates that the PGS should present at least one paper and one poster during their residency training in state or national level conferences. In workshops, PGS get hands-on chance to learn specific tasks or research methodology. The Review and Refresher Courses are aimed towards frequently asked topics in postgraduate examinations. The workshops focus on difficult airway management, monitoring, ventilation, instruments, workstations, ultrasonography and so on, and include discussions on new drugs, recent products or techniques, which may not be available for use in everyday practice. The competency-based training (CBT) programme for postgraduation in Anaesthesiology aims at developing specialists who are aware of the recent advances pertaining to his/her speciality and research for the delivery of high-quality healthcare. Nevertheless, new skills and knowledge can be obtained by listening to the lectures presented in the CME programmes by expert faculties in the field. Ultrasound-guided regional anaesthesia is one of the most rapidly evolving techniques with the help of which major surgeries can be conducted. Workshops conducted on such topics in conferences using a phantom-based training programme can help PGS to develop their skill sets. The pivotal part of anaesthesia is airway management, and this can be taught in a simulated workshop. The difficult airway scenarios in these workshops are helpful in enhancing the decision-making skills of the PGS. The latest techniques, guidelines, equipments and advancements in the field of anaesthesia are very well discussed in the CME programmes and conferences. Although the present era offers many sources of information such as podcasts, PubMed, the internet, YouTube and so forth, CME programmes provide a unique learning platform and opportunities for career-building by learning directly from experiences and the ‘‘trials and errors’’ of others. Other miscellaneous benefits of conferences Conferences allow meeting new people and gaining contacts with the PGS of other institutes. This networking will help by providing information regarding professional job vacancies, future research collaborations for conducting a multicentre study and even setting up of a hospital. Trade and Exhibition are an important component of every conference. All devices are not available in every medical college; so students get an opportunity to gain hands-on experience in using them at various stalls in the exhibition. The trade exhibition enhances the knowledge of latest products and devices too. But, the involvement of commercial interest of pharmaceutical industry in the conferences, and the scientific judgement on drugs and devices has to be considered cautiously. Communication skills tops the list of fundamental skills needed for the success in the workplace. The clear communication starts with active listening. Communication skills are proven to be important for better team-work. The interaction of PGS among colleagues from different parts of the country at CME programmes and conferences will improve their communication skills. Besides, attending a conference is an astonishing and exciting experience for the PGS; sight-seeing and travelling with postgraduate colleagues during academic-free time serves as a stress releaser. The conferences also provide an opportunity to savour the experience of variable cuisines and cultural programmes. Duration of CME programmes and conferences The structured CME activities vary widely between one and five days. Pre-course tests and post-course evaluation are important to assess the basic knowledge and effectiveness of the programme. The post-course evaluation information is also important to modify subsequent sessions of the meeting. The CME programmes are usually conducted at different places with the intent to benefit the users, and they are held at weekends to get maximum participation of PGS when elective surgeries are relatively less in number.[7] Role of Societies and Organisations in the conduct of CME programmes, workshops and conferences The Indian Society of Anaesthesiologists (ISA) National routinely organises annual conferences or CME programmes through its various state and city branches. The annual event at the national level is the most eagerly awaited event for most anaesthesiologists. City branches at their levels, frequently hold one–two-day updates, with CME credits applicable depending on the type of event and sponsorships affecting the decision of accreditation bodies. Besides the enhancement of scientific knowledge, attending conferences would enhance the knowledge of the PGS regarding the importance and functioning of various programmes run by the societies including various inland or international fellowships offered to the PGS by the ISA. The PGS also gain knowledge about various superspecialities in anaesthesia and also about opportunities and careers after completion of postgraduation in anaesthesia.[891011] This can boost up their confidence and morale. Funding and support for programmes As there is a huge cost associated with organising a CME activity, registration fees are applicable and the cost should be borne by the postgraduates themselves. Only few institutions in India are currently providing leaves and financial support to attend such academic activities.[71213] Societies often offer reduced registration fees for student members. We propose that the NMC or institution should include the provision of leaves and financial support for the PGS to attend CME programmes or conferences during training. CME programmes and conferences in the coronavirus disease (COVID)-19 era In the era of travel restrictions forced by COVID-19, most CME programmes and conferences were continued on virtual mode. The plethora of opportunities for learning has significantly increased, and so has the attendance at these events. The cost of organisation has significantly come down and a larger audience can be reached. While we are waiting for life to return to the pre-pandemic era, the role played by virtual platforms for the dissemination of knowledge will always be acknowledged. SUMMARY Conferences and CME programmes, either virtual or physical, are an excellent way of imparting education and improving the clinical, technical and non-technical skills of PGS. Faculty should encourage PGS to attend conferences and CME programmes and help them to apply the knowledge thus gained. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.

Measuring and Improving Evidence-Based Patient Care Using a Web-Based Gamified Approach in Primary Care (QualityIQ): Randomized Controlled Trial.

BackgroundUnwarranted variability in clinical practice is a challenging problem in practice today, leading to poor outcomes for patients and low-value care for providers, payers, and patients.ObjectiveIn this study, we introduced a novel tool, QualityIQ, and determined the extent to which it helps primary care physicians to align care decisions with the latest best practices included in the Merit-Based Incentive Payment System (MIPS).MethodsWe developed the fully automated QualityIQ patient simulation platform with real-time evidence-based feedback and gamified peer benchmarking. Each case included workup, diagnosis, and management questions with explicit evidence-based scoring criteria. We recruited practicing primary care physicians across the United States into the study via the web and conducted a cross-sectional study of clinical decisions among a national sample of primary care physicians, randomized to continuing medical education (CME) and non-CME study arms. Physicians “cared” for 8 weekly cases that covered typical primary care scenarios. We measured participation rates, changes in quality scores (including MIPS scores), self-reported practice change, and physician satisfaction with the tool. The primary outcomes for this study were evidence-based care scores within each case, adherence to MIPS measures, and variation in clinical decision-making among the primary care providers caring for the same patient.ResultsWe found strong, scalable engagement with the tool, with 75% of participants (61 non-CME and 59 CME) completing at least 6 of 8 total cases. We saw significant improvement in evidence-based clinical decisions across multiple conditions, such as diabetes (+8.3%, P<.001) and osteoarthritis (+7.6%, P=.003) and with MIPS-related quality measures, such as diabetes eye examinations (+22%, P<.001), depression screening (+11%, P<.001), and asthma medications (+33%, P<.001). Although the CME availability did not increase enrollment in the study, participants who were offered CME credits were more likely to complete at least 6 of the 8 cases.ConclusionsAlthough CME availability did not prove to be important, the short, clinically detailed case simulations with real-time feedback and gamified peer benchmarking did lead to significant improvements in evidence-based care decisions among all practicing physicians.Trial RegistrationClinicalTrials.gov NCT03800901; https://clinicaltrials.gov/ct2/show/NCT03800901

Pilot Pediatric Contouring Workshop in Latin America

<h3>Purpose/Objective(s)</h3> Contouring workshops reflect an educational intervention with the ability to improve participant knowledge. Past trial data have shown that poor contouring may confer inferior survival. Published systematic reviews of contouring workshops have not identified any experiences in Latin America. Mexico is the most populous Spanish-speaking country of Latin America and is noted to have among the highest age-standardized incidences of pediatric cancer in the Western Hemisphere. Past Spanish-language Latin American contouring workshops yielded poor pre- and post-homework completion rates. We sought to establish a pilot workshop with significant stakeholder engagement to considerably improve participant contouring accuracy. <h3>Materials/Methods</h3> Stakeholder planning began the summer of 2019. Partnering with local and international stakeholders, we designed a Spanish-language intervention with 3 phases: (1) preintervention content assessment, (2) educational workshop intervention, and (3) postintervention assessment. Based on survey of Mexican radiation oncologists, the intervention targeted high-grade glioma (HGG), Hodgkin lymphoma (HL), and medulloblastoma (MB). Participants contoured assigned homework structures pre- and post-workshop to assess improvement with accuracy measured by Dice metric. Contouring was performed using a computer-based training tool. Comparative statistics were conducted by the Wilcoxon sum-rank test. Homework completion was encouraged by offering Continuing Medical Education credits through the national Sociedad Mexicana de Radioterapeutas (SOMERA). <h3>Results</h3> The contouring workshop was conducted on November 28, 2020. Participants had two weeks before and after to complete pre- and post-workshop homework. Results and participant metrics for those who completed both pre- and post- homework are shown in Table. Significant improvements were seen on all target volumes. <h3>Conclusion</h3> We pilot the first reported Latin American e-contouring workshop educational intervention with pre- and post-workshop Dice metrics, noting statistically significant improvement in all target volumes. We had substantial improvement in participation compared to prior experience by partnering with SOMERA, further legitimizing the effort, and through its offer of Continuing Medical Education credits. We look to expand this program through similar efforts to other Spanish-speaking Latin American countries and follow the success longitudinally in Mexico.

Comparison of Two Learning Modalities on Continuing Medical Education Consumption and Knowledge Acquisition: A Pilot Randomized Controlled Trial.

Research has demonstrated that active learning, spaced education, and retrieval-based practice can improve knowledge acquisition, knowledge retention, and clinical practice. Furthermore, learners prefer active learning modalities that use the testing effect and spaced education as compared to passive, lecture-based education. However, most research has been performed with students and residents rather than practicing physicians. To date, most continuing medical education (CME) opportunities use passive learning models, such as face-to-face meetings with lecture-style didactic sessions. The aim of this study was to investigate learner engagement, as measured by the number of CME credits earned, via two different learning modalities. Diplomates of the American Board of Anesthesiology or candidates for certification through the board (referred to colloquially and for the remainder of this article as board certified or board eligible) were provided an opportunity to enroll in the study. Participants were recruited via email. Once enrolled, they were randomized into 1 of 2 groups: web-app-based CME (Webapp CME) or an online interface that replicated online CME (Online CME). The intervention period lasted 6 weeks and participants were provided educational content using one of the two approaches. As an incentive for participation, CME credits could be earned (without cost) during the intervention period and for completion of the postintervention quiz. The same number of CME credits was available to each group. Fifty-four participants enrolled and completed the study. The mean number of CME credits earned was greater in the Webapp group compared to the Online group (12.3 ± 1.4 h versus 4.5 ± 2.3 h, P < .001). Concerning knowledge acquisition, the difference in postintervention quiz scores was not statistically significant (Webapp 70% ± 7% versus Online 60% ± 11%, P = .11). However, only 29% of the Online group completed the postintervention quiz, versus 77% of the Webapp group (P < .001), possibly showing a greater rate of learner engagement in the Webapp group. In this prospective, randomized controlled pilot study, we demonstrated that daily spaced education delivered to learners through a smartphone web app resulted in greater learner engagement than an online modality. Further research with larger trials is needed to confirm our findings.

Perspectives of physicians regarding the role of webinars on medical education during the COVID-19 pandemic.

Purpose:To understand the perspectives of physicians regarding the role of webinars on continuing medical education.Methods:An online survey comprising of 34 questions in nine sections was conducted using Google Forms. The link for the questionnaire was shared via e-mail and social media to practicing physicians. The survey accepted responses from September 10, 2020, to September 30, 2020.Results:In total, 509 ophthalmologists and 91 physicians from other specialties participated in the survey. The physicians were predominantly employed in nongovernmental institutes (25%) or were in private practice (33.2%). The preference was to attend a weekend webinar (62.8%), in the evening (52.8%), not extending more than 2 hours (97.7%), by ≤3 reputed national speakers (89.8%), each given 15 to 30 minutes for their presentation, and the topic being clinical or surgical skill demonstration (47.5%) or recent advances (39.5%). The residents were perceived to be the most benefited (65.3%). There was an equal preference for watching a webinar live or recorded (50.7% vs. 49.3%). Zoom Video Communications, Inc., was described as the platform that offers the best experience (43.8%). Webinars were considered to be better than conferences or continuing medical education (CME) activities (55.8%). The majority (43.8%) also preferred to get CME credit points by attending paid webinars. However, the broad consensus was that webinars should not completely replace the conferences (42.5%).Conclusion:Our survey evaluated the participants’ perspective and the advantages and the disadvantages of a webinar and provides suggestions for the conduct of an ideal webinar with maximum active participation. Future programs would greatly be benefited by this survey.

What Influences Choice of Continuing Medical Education Modalities and Providers? A National Survey of U.S. Physicians, Nurse Practitioners, and Physician Assistants.

To explore what influences clinicians in selecting continuing medical education (CME) activities in the United States. In August 2018, the authors conducted an Internet-based national survey, sampling 100 respondents from each of 5 groups: family medicine physicians, internal medicine and hospitalist physicians, medicine specialist physicians, nurse practitioners, and physician assistants. In total, 1,895 clinicians were invited and 500 (26%) responded. Questions addressed the selection and anticipated use of CME delivery modalities and perceived characteristics of specific CME providers. Response formats used best-worst scaling or 5-point ordinal response options. The factors identified as most important in selecting CME activities were topic (best-worst scaling net positivity 0.54), quality of content (0.51), availability of CME credit (0.43), and clinical practice focus (0.41), while referral frequency (-0.57) ranked lowest. The activities that the respondents anticipated using most in the future were live (mean 3.8 [1 = not likely, 5 = very likely]), online (mean 3.5), point-of-care (mean 3.5), and print-based (mean 3.5) activities. For online CME, the features of greatest appeal were that learning could be done when clinicians had time (mean 4.4), at their own pace (mean 4.2), and at lower cost (mean 4.2). For live CME, the features of greatest appeal were that the subject was best taught using this modality (mean 4.0), or the activity was located in a destination spot (mean 4.0) or a regional location (mean 3.9). When rating specific CME providers, most academic institutions received relatively high ratings for research focus and clinical practice focus, whereas commercial providers had slightly higher ratings for ease of access. Responses were generally similar across clinician types and age groups. Physicians, nurse practitioners, and physician assistants are interested in using a variety of CME delivery modalities. Appealing features of online and live CME were different.

East Tennessee State University James H. Quillen College of Medicine.

Medical Education Program Highlights The Quillen College of Medicine (QCOM) mission is to educate future physicians, especially those with an interest in primary care, to practice in underserved rural communities. The curriculum consists of a preclerkship phase and a clinical phase. Significant integration is accomplished through coordination among courses and through the Doctoring course sequence, a comprehensive clinical skills course that builds on concepts from other courses and provides the clinical skills foundation required for the practice of medicine. Rural primary care track Longitudinal community–based parallel curriculum for students interested in rural primary care. Learning objectives equivalent to generalist track with alternate pedagogy based on rural community–based experiences. Interprofessional education Formal component of the curriculum since the introduction of an interprofessional communication course in the late 1990s: Medical, nursing, pharmacy, and clinical psychology students work with standardized patients and interprofessional faculty facilitators in small groups. Elective 2-year interprofessional education (IPE) pilot program for a subset of students introduced in 2012: Based on the IPE collaborative competencies (values and ethics, roles and responsibilities, interprofessional communication, teams and teamwork). Additional disciplines include nutrition, speech pathology, audiology, physical therapy, public health, and social work. Students participated in a 2-year sequence of interactive small-group workshops. Required IPE sequence for all first-year students from medicine and pharmacy along with smaller numbers of students from the other disciplines began in 2018. Interprofessional experiences embedded in third-year clerkships, for example, interprofessional home visit in family medicine clerkship. Doctoring curriculum Four-year longitudinal clinical skills curriculum (Doctoring courses) created by consolidating existing separate courses plus enhanced content in systems-based practice, patient safety, and pain management. Focus on clinical skills, medical decision-making, professional development, and professional identify formation. Pedagogy primarily interactive and experiential and emphasizes simulation with task trainers, high-fidelity mannequins, and standardized patients. Includes required IPE experiences. Doctoring III includes interactive seminars around themes of preparing to practice medicine in the real world, for example, clinical reasoning, medical jurisprudence, patient safety. Community medicine clerkship Six-week required clerkship in a rural and underserved county. Focuses on population health, prevention, health education, access to care, interprofessional care, multiple roles of the physician in a community, cultural competence, evidence-based medicine, the role of nonclinical components of the health care system, and social determinants of health. Service-learning activities include participation in a rural outreach health fair and performing an epidemiologic assessment of the community in which they conduct the health fair. Curriculum Curriculum description See Supplemental Digital Appendix 1—Generalist Track Curriculum—at https://links.lww.com/ACADMED/A852. See Supplemental Digital Appendix 2—Rural Primary Care Track Curriculum—at https://links.lww.com/ACADMED/A852. Curriculum changes since 2010 Initiated required 2-year sequence of IPE for all students. Developed Doctoring courses. Implemented community medicine clerkship. Duration of preclerkship phase reduced to 73 weeks in 2017. Integration increased in preclerkship foundational science courses through sequencing and coordination among course directors, although structure remains largely discipline based. Incorporated 6 weeks of protected USMLE Step 1 examination study time between end of the second year and beginning of clinical clerkships. Advanced start date of fourth year to allow students more time for individualized preparation before completing residency applications. Changes in class size since 2010 Class size increased to 72 students in academic year 2012–2013. Class size increase associated with the creation of a required 6-week community medicine clerkship in an additional rural community. Assessment See Chart 1—Medical Education Program Objectives.Chart 1: Medical Education Program ObjectivesChanges in student assessment since 2010: Pass/fail grading implemented in academic year 2019–2020. Computerized exam administration across curriculum. Increased use of formative assessment through active learning strategies (e.g., flipped classroom, problem-based learning, team-based learning). Adopted use of NBME Comprehensive Basic Science Examination for formative assessment. Increased use of online modules with embedded assessments as a part of course structures. Medical education program objectives Program objectives were developed in 2014 based on the general expectations of the Physician Competency Reference Set. Current educational objectives include minor revisions resulting from ongoing curricular review. Parallel curriculum or tracks Single parallel track (rural primary care track [RPCT]), up to 16 students per class: optional experiential track to which students apply after admission. The goal is to educate physicians to practice in underserved rural communities. Emphasizes community immersion, rural culture, and leadership development. RPCT experiences begin in year 1 and continue across all 4 years. Preclerkship RPCT students spend 1 day each week in a rural setting. RPCT students complete components of Doctoring I and II (clinical skills) courses at rural sites. Preclerkship RPCT students take 2 courses not taken by generalist track students: Rural Health Research and Practice (first year) and Rural Community–Based Health Projects (second year). Third-year RPCT students complete a longitudinal 12-week clerkship in a rural community, replacing 6-week family medicine and community medicine clerkships taken by generalist track students. Community-based health intervention projects in both preclerkship and clerkship phases. Fourth-year students perform 1 required selective in a rural setting. Overall students obtain approximately 25% of their education through rural experiences. RPCT students are more likely to pursue family medicine, primary care, and practice in rural or underserved areas. Pedagogy Preclerkship phase: All preclerkship courses use multiple pedagogical methods, including lectures, online modules, laboratories, simulation, and large- and small-group discussions. Several courses employ self-directed learning. Team-based learning is the primary methodology in 1 course and is a component of others. Preclerkship clinical skills courses employ case-based and problem-based learning, standardized patients, ambulatory clinical experiences, workshops, precepting, and large- and small-group discussions. Video and podcasting are integral to instruction since all lectures are recorded. Several courses employ service learning. Clinical phase: Primary instructional methods in the clinical phase are inpatient and ambulatory clinical experiences. Self-directed learning, simulation, standardized patients, lectures, small-group discussions, precepting, and workshops are widely used throughout the clinical phase. Service learning is used in multiple clerkships. Changes in pedagogical approaches since 2010: Increased emphasis on service learning in Doctoring I course, community medicine, family medicine, and pediatrics clerkships. Required 2-year IPE component of preclerkship curriculum. Addition of ultrasound and increased simulation. Recorded lectures for asynchronous viewing in all preclerkship courses. Team-based learning in selected classes and increased active learning pedagogies in all courses. Resequencing and coordination of foundational science content. Enhanced use of educational technology. Clinical experiences Generalist track: Longitudinal clinical preceptorship experiences occur in community physicians’ offices in first and second years. Faculty practices are the primary sites for ambulatory experiences in the third and fourth years. Inpatient experiences occur at 4 local medical centers: Johnson City Medical Center, Bristol Regional Medical Center, Holston Valley Medical Center, and James H. Quillen Veterans Affairs Medical Center. LeConte Medical Center supports the community medicine clerkship. RCPT: Experiences in rural sites use physician offices, health departments, nursing homes, federally qualified health centers, and community hospitals. Required longitudinal experiences Two semester preceptorship experience in first year at 1 site. One semester preceptorship experience in second year at a different site. Required 2-year IPE component of preclerkship curriculum. Clinical experience first encounter First clinical encounters occur during the first month of medical school. Required and elective community-based rotations Required: All inpatient experiences are conducted in community-based medical centers. Family medicine clerkship: rotation in 1 of 3 university community-based family practice centers. Elective: Third-year 2-week electives use a variety of community-based specialty options. Senior electives: multiple specialty options are available, with over one-third in community-based settings. Challenges in designing and implementing clinical experiences for medical students Merger of 2 major health systems into 1 has realigned some services requiring adjusting the location of student clinical experiences. Increase in other health professional training programs has increased pressure on community-based clinical resources, including osteopathic schools, physician–assistant programs, and advanced practice nurse programs. Curricular Governance The QCOM curriculum committee is the Medical Student Education Committee. Decentralized curricular governance Curricular governance is centralized at the curriculum committee level. Overall curriculum content, design, and management and curriculum policies are the responsibility of the curriculum committee. Course/clerkship administration such as staff support, faculty assignments, daily schedules, and content on assessments are determined at the department level. Course scheduling decisions, such as timing of labs, didactics, small-group assignments, and locations for clinical assignment, are scheduled at the department level within parameters outlined by the Office of Academic and Faculty Affairs. Curriculum committee policy (Course/Clerkship Governance) defines actions that are the responsibility of the Office of Academic and Faculty Affairs and the curriculum committee and those which are the responsibility of course directors and faculty members. Education Staff Medical education leadership The Office of Academic and Faculty Affairs is responsible for support of the medical student education program under the oversight of the executive associate dean for academic and faculty affairs. The associate dean for curriculum oversees planning, implementation, and evaluation of the curriculum and faculty development. The director of rural programs provides oversight for the RPCT. Six full-time administrative staff plus 6 support staff members coordinate implementation and evaluation of the curriculum, functioning of the curriculum committee and its subcommittees, management of the curriculum database, and accreditation compliance. Simulation and standardized patient programs are managed by the Office of Academic and Faculty Affairs. A senior director of experiential learning, a simulation director, a simulation lab manager, and a standardized patient coordinator administer these programs. Classroom technology is supported by 2 staff members within the Office of Academic and Faculty Affairs, with additional support from the university Office of Academic Technology Support. See Figure 1—Decanal staff.Figure 1: Decanal staff. The Office of Academic and Faculty Affairs is responsible for the administration of the undergraduate medical education program and for faculty affairs, including faculty development. Separate offices and associate deans are responsible for student affairs, graduate medical education, continuing medical education (CME), learning resources (medical library), and clinical affairs. Department of Medical Education The Section of Medical Education within the Office of Academic and Faculty Affairs is responsible for faculty members and courses not primarily based in other departments. Six faculty members who function primarily as educators have their primary academic appointments in the Section of Medical Education. Five part-time faculty and 25 volunteer faculty have appointments in the Section of Medical Education. Four staff members support these activities. Faculty Development and Support in Education Professional development for faculty as educators Faculty development related to educational roles is available at both the institutional and departmental levels. The associate dean for curriculum organizes monthly faculty development sessions over a broad range of medical education topics relevant to both basic science and clinical faculty. CME credit is generally offered. The Office of Academic and Faculty Affairs maintains a faculty development website with recordings of monthly faculty development programs and links to online resources. The vice chair for education in the Department of Biomedical Sciences organizes every-other-month faculty development sessions for preclerkship faculty focusing on educational roles and topics. The East Tennessee State University (ETSU) Center for Teaching Excellence organizes regular faculty development conferences and trainings, provides liaison between faculty development presenters and the QCOM faculty, and directly offers workshops and trainings to QCOM faculty. The ETSU Office of Academic Technology Services provides training, resources, and support for the use of technology in teaching. The Office of the Dean provides financial support for preclerkship course directors attendance at educationally oriented professional meetings. Department chairs provide financial support for clinical faculty to attend professional meetings for enhancement of discipline specific knowlege and development in faculty roles as teachers. Role of teaching in promotion and tenure Teaching and education are central factors in decisions for promotion at all levels of advancement and for tenure. Criteria for determining if teaching and education contributions meet criteria for advancement are established at departmental level but generally includes consideration of: Teaching evaluations of “excellent” or better by students, positive peer evaluations of effectiveness, and nominations for teaching awards. Significant participation in at least 1 course or clerkship or equivalent residency teaching. Service as course/clerkship director or active roles in curricular planning or educational program management. Mentoring junior faculty in educational roles. Evidence of teaching outcomes through such measures as scholarly activity related to teaching published in peer-reviewed publications, development of innovative teaching methods, authorship of textbooks, textbook chapters, lab manuals, podcasts; presenting at national/international meetings that focus on medical or biomedical science education; presentation of CME programs; contribution to funded education/training grants.

Retraction of: Acupuncture Compared to Conscious Sedation for Pain Relief During In-Vitro Fertilization Oocyte Retrieval by Shu Li Cui, et al. Med Acupunct. 2020; epub: 28 Apr 2020; DOI: 10.1089/acu.2020.1416.

[This retracts the article DOI: 10.1089/acu.2020.1416.].

664-P: The Case for Targeted Diabetes Medication and Device CME for PCPs

Objective: This study aimed to evaluate primary care physicians’ (PCPs) perceptions of and desired improvements to diabetes continuing medical education (CME). Methods: In March-April 2019, 306 U.S.-based PCPs who treat people with diabetes and earn diabetes CME credits completed an online survey. Results: On average, respondents regularly see 391 people with diabetes (38% on insulin) for checkups and allot 16% of annual CME credit hours to diabetes. More than 75% of PCPs believe that improved PCP education could enhance care for people with diabetes and 82% believe that new diabetes technologies and therapies will change their practice significantly over the next five years. Respondents commonly reported that CME does not adequately cover diabetes drugs/devices, cost/insurance, or behavioral health. More than 80% of surveyed PCPs currently initiate and manage diabetes medications, though &amp;gt;55% would prefer to outsource to a diabetes specialist. The trend is reversed for diabetes devices: 34% of PCPs in this study currently initiate and manage CGM, whereas 54% would like to, and 24% currently initiate and manage insulin pumps, whereas 53% would like to. Respondents most commonly used journal articles and online courses—used by 79% and 65%, respectively—to obtain diabetes CME credits, though academic/medical conferences were regarded as the most useful. Nearly all PCPs also believe improved patient education would improve diabetes care. Discussion: PCPs in this study believe both online and live CME, alongside improved patient education, can help them adapt to the rapidly evolving diabetes management landscape. More PCPs would prefer to outsource diabetes medication management than do currently, suggesting discomfort with managing these medications. Conversely, PCPs would like to take a more active role in diabetes device management. CME could help close both gaps in order to enhance PCPs’ comfort and efficacy in managing diabetes. CGM should be emphasized given its dual applications in diagnostics and therapy. Disclosure B.J. Levine: Employee; Self; Onduo. J.M. McDermott: Other Relationship; Self; Various. J.B. Lackner: None. E. Shoger: None. K.C. Stoner: Other Relationship; Self; Various companies and organizations. R.S. Beaser: None. K.L. Close: Other Relationship; Self; Abbott, Air Liquide, American Diabetes Association, AstraZeneca, Dexcom, Inc., Janssen Pharmaceuticals, Inc., JDRF, Leona M. and Harry B. Helmsley Charitable Trust, Lilly Diabetes, Merck &amp; Co., Inc. Funding The Leona M. and Harry B. Helmsley Charitable Trust

Rheumatic Care in Under-Resourced Areas Using the Extension for Community Healthcare Outcomes Model.

To demonstrate the effectiveness of the Extension for Community Healthcare Outcomes (Project ECHO) in educating primary care clinicians (PCCs) to provide best practice rheumatic care to patients in under-resourced communities in New Mexico. Attendee data for weekly teleECHO sessions, lectures, grand rounds, and mini-residency trainings were evaluated from June 2006 to June 2014. Participant feedback was evaluated from January 2009 to December 2014, when the program was approved for continuing medical education (CME) credits. Retrospective review of diagnoses associated with case presentations was conducted from June 2006 to June 2014 to evaluate the types of cases presented. A focus group was conducted with a convenience sample of 8 New Mexico PCCs who participated in ECHO Rheumatology (ECHO Rheum) for 1 year or longer. Over the course of 9 years, ECHO Rheum educated 2,230 clinicians, consisting primarily of physicians (53%) and nurse practitioners (22%). A total of 1,958 CME credits were awarded to those who participated. There were 1,173 cases presented; 85% of the cases reflected the 3 most common diagnoses: rheumatoid arthritis (n = 715), fibromyalgia (n = 241), and systemic lupus erythematosus (n = 54). In addition, ECHO Rheum conducted 15 two-day mini-residencies involving 30 PCCs; 21 of these clinicians subsequently completed the American College of Rheumatology online certification. Results from this study demonstrate that participation in ECHO Rheum provides clinicians in under-resourced areas access to best-practice knowledge and training in rheumatology.

APA to Offer Two Online CME Programs in Lieu of Annual Meeting

Back to table of contents Next article APA & MeetingsFull AccessAPA to Offer Two Online CME Programs in Lieu of Annual MeetingSearch for more papers by this authorPublished Online:26 Mar 2020https://doi.org/10.1176/appi.pn.2020.4a24AbstractEven though they are virtual, the education and continuing medical education (CME) credits they offer will be as real as if participants had been in the room.APA is offering two new educational programs this spring to help members earn the CME credits they need for licensure and certification and to sharpen their clinical skills.The first program, called the APA Spring Highlights, will feature headline speakers, subject experts, and thought leaders, some of whom were slated to appear at APA’s Annual Meeting in Philadelphia. The Annual Meeting, which had been scheduled from April 25 to 29, will not take place due to public health concerns around the COVID-19 pandemic.APA’s Spring Highlights is a two-day online event that will be held on Saturday and Sunday, April 25 and 26, from noon to 5 p.m. The program will begin on Saturday with an Opening Session that includes addresses by APA President Bruce Schwartz, M.D., APA President-elect Jeffrey Geller, M.D., M.P.A., and APA CEO and Medical Director Saul Levin, M.D., M.P.A.That session will be followed by scientific sessions over two days offering 9 hours of CME content featuring experts in major areas of psychiatric diagnosis and treatment. Some of the sessions will focus on supporting clinicians during the current COVID-19 crisis with information about its impact on mental health treatment. APA’s Business Meeting will end the program on Sunday at 4:30 p.m.APA’s Spring Highlights is free to APA members. At press time, the price for nonmembers had not been determined. A forthcoming all-member communication and Psychiatric News Alert will provide details about registration.Additionally, APA is simultaneously developing the 2020 APA On Demand program. APA Annual Meeting On Demand historically has consisted of scientific sessions from the Annual Meeting with presenter slides synchronized with presenter audio. This year, in the absence of an Annual Meeting, APA On Demand will feature presentations that will be recorded remotely over the internet from speakers’ institutions or homes. The presentations will cover emerging clinical topics, cutting-edge science, and new therapies and offers 75 hours of CME credit. It will include presentations and speakers originally planned for in-person delivery at the Annual Meeting.Presentations will continue to be recorded over the coming months and added to the online library on a rolling basis within 24 hours of being recorded. Once all presentations are recorded, a USB will be shipped to those who selected this add-on option upon purchase. More information is posted here.At press time, APA On Demand was scheduled to be released this spring, with registration fees similar to those of the Annual Meeting.“Although the Highlights and APA On Demand cannot replace or substitute the Annual Meeting, we hope that these programs will offer the kind of essential education our members and mental health professionals have come to expect from APA,” said APA Director of Education and Deputy Medical Director Tristan Gorrindo, M.D. “I urge everyone seeking the very best in psychiatric expertise to take advantage of these learning opportunities.”“A large number of our physician members are restricted by their respective institutions from traveling to conferences and meetings to help stop the spread of COVID-19 and provide patient care, making it impossible for lecturers and registrants to attend a spring medical conference,” Levin said. “The latest information from the Centers for Disease Control and Prevention and Pennsylvania health authorities supported our judgment that travel restrictions, meeting restrictions, and social distancing are the required, safe, and responsible actions. Public health must come first.” ■ ISSUES NewArchived

Attending Physician's Attitudes Toward Podcasting as a Source of Medical Education: An Exploratory Study.

People are increasingly consuming information on-demand. Podcasting is a growing medium for education in an on-demand world. There is a paucity of data on podcasting as a means of continuing medical education (CME) for attending physicians. The authors performed an exploratory survey of a convenience sample of listeners to a Pediatric Hospital Medicine podcast to learn about their attitudes regarding podcasting. A 17-question survey consisting of demographic data, attitudinal questions, and qualitative questions was administered electronically in February 2018. At the time of the survey, the 12 podcast episodes were downloaded 17,288 times, with 162 CME credits being issued. Of 129 respondents, 75.2% were attendings. The majority agreed the podcast was of "high educational value" and was of equal or better educational value as medical journals or national conferences. Qualitative content analysis revealed listeners valued the convenience of the podcast, and community-based hospitalists felt the podcast connected them to the broader hospitalist community. Our respondents found podcasting to be a beneficial and convenient learning method. The ability to apply for CME credit was not a major motivation for listening. Further research is needed to investigate more objective outcomes and assess attitudes of a random sampling of physicians as opposed to a self-selected sample.