Continuing Medical Education Research Articles

@MondayNightIBD and the Expanding Gastroenterology Twitterverse: A Study on Continuing Medical Education on #GITwitter.

@MondayNightIBD provides weekly continuing medical education (CME) activities focused on inflammatory bowel diseases to clinicians on Twitter. Given its novelty, we assessed whether @MondayNightIBD improves learner knowledge and leads to practice change. We also examined whether inflammatory bowel disease topics addressed in @MondayNightIBD are aligned with entrustable professional activities (EPA) set forth by national gastroenterology societies. @MondayNightIBD CME sessions from February 2020 (date the handle was accredited to provide CME) to May 2021 were analyzed. Preactivity and postactivity knowledge was assessed for average score improvement using the Student t test and Cohen d effect size. Postactivity surveys examined for learners' perceptions of whether activities met educational goals and affected willingness to change clinical practice using descriptive percentages. In addition, activities from April 2019 (date of @MondayNightIBD inception) to May 2021 were assessed for whether they address EPA set forth by national gastroenterology societies. Learners' knowledge improved after @MondayNightIBD activities with average preactivity correct answers of 58% to a postactivity average of 79% ( P < 0.001). Greater than 95% of learners found that activities met learning objectives and enhanced knowledge. A total of 92% of learners were committed to practice change because of their @MondayNightIBD participation. Finally, 78% of EPA set forth by a national gastroenterology society have been covered by @MondayNightIBD since its inception. @MondayNightIBD is a Twitter-based CME activities platform for gastroenterologists and other clinicians that is embraced by learners, improves knowledge, and encourages practice change. Topics covered during @MondayNightIBD are aligned with EPA set forth by national gastroenterology societies. @MondayNightIBD is a successful model of social media medical education and a novel approach to effectively provide evidence-based CME.

Continuing Medical Education Improves Physician Communication Skills and Increases Likelihood of Pediatric Vaccination: Findings from the Pediatric Influenza Vaccination Optimization Trial (PIVOT)-II.

This study evaluated the impact of a continuing medical education (CME) program that emphasized actionable information, motivation to act, and skills to strengthen physician recommendations for seasonal influenza vaccination in children 6 through 23 months of age for whom influenza immunization rates are suboptimal. Physicians were randomly assigned to an accredited CME program or to no CME. Participants completed pre- and post-study questionnaires. Influenza immunization rates were compared between groups. A total of 33 physicians in the CME group and 35 in the control group documented 292 and 322 healthy baby visits, respectively. Significantly more parents immunized their children against influenza after interacting with CME-trained physicians than those with no CME training (52.9% vs. 40.7%; p = 0.007). The odds ratio for vaccination after visits with CME-trained physicians was 1.52 (95% confidence interval 1.09 to 2.12; p = 0.014), which was unaffected by the socioeconomic status of parents. Parents who discussed influenza vaccination with CME-trained physicians were 20% more likely to choose an approved but publicly unfunded adjuvanted pediatric influenza vaccine. The percentages of physicians reporting the highest levels of knowledge, ability, and confidence doubled or tripled after the CME intervention. Significantly more parents immunized very young children after interacting with physicians who had undergone CME training.

Recent Advances in the Management of Gastrointestinal Disease

Interdisciplinary sessions at the recent United European Gastroenterology (UEG) Week, held in Vienna, Austria, from 8th to 11th October 2022, covered new approaches to the diagnosis and treatment of gastrointestinal and hepatic disorders, with a focus on advances in the non-invasive management of these diseases. Abstract-based and poster sessions presented original research from Europe and other parts of the world. This review summarises selected data presented in the fields of inflammatory bowel disease (IBD), disorders of gut–brain interaction (DGBI), gastro-oesophageal reflux disease (GORD), and disorders of the pancreas. Previously termed functional gastrointestinal disorders, the Rome Foundation is gradually moving toward the use of DGBI in place of functional gastrointestinal disorders to avoid stigma. Cristina Rubín de Célix, Gastroenterology Department, Hospital Universitario de La Princesa, Instituto de Investigación Sanitaria Princesa (IIS-Princesa), Universidad Autónoma de Madrid (UAM), and Centro de Investigación Biomédica en Red de Enfermedades Hepáticas y Digestivas (CIBEREHD), Spain, described a systematic review and meta-analysis of real-world evidence for ustekinumab in the treatment of Crohn’s disease. Regarding irritable bowel syndrome (IBS), Salvatore Crucillà, Gastroenterology Unit, Azienda Ospedaliera Universitaria Integrata Verona, Italy, showed that following a Mediterranean diet resulted in symptom improvement and faecal microbiota changes in patients with constipation-predominant IBS. Fiona Kinnear, Novozymes A/S, Cork, Ireland, reported patients’ experiences of probiotics for IBS. Tatyana Kugler, Department of Internal Medicine, Donetsk National Medical University, Ukraine, discussed quality of life (QoL) in patients with functional dyspepsia (FD), and Ayesha Shah, Department of Gastroenterology and Hepatology, Princess Alexandra Hospital, Brisbane, and Faculty of Medicine and Faculty of Health and Behavioural Sciences, University of Queensland, Brisbane, Australia, considered the impact of a diagnosis of more than one DGBI. James White, Medscape Global Education, London, UK, considered the impact of continuing medical education (CME) on confidence in the management of GORD. Additionally, Peter Macinga, Department of Gastroenterology and Hepatology, Institute for Clinical and Experimental Medicine, Prague, Czechia, provided evidence that chronic pancreatitis is associated with an alteration in the gut microbiota, and Joakim Svahn, Viatris AB, Stockholm, Sweden, described the use of a patient support programme (PSP) in patients prescribed pancreatic enzyme replacement therapy (PERT) for pancreatic exocrine insufficiency (PEI).

1077 THE ROLE OF MILITARY NURSE IN THE CARDIAC AMBULATORY OF MILITARY HOSPITAL IN MILAN

Abstract Military nurses have a fundamental role in taking care of all military personnel, both in preventive medicine and direct health care, to be effective and competent during his duty, both in national settings and in operations abroad. The military nursing, in a cardiac ambulatory setting, aim to guarantee, collaborating with the cardiologist medical officer, the fitness for military service, i.e. the possession of physical and psycho-attitudinal requirements needed to carry out military service that requires specific and dynamic efforts that could solicit determined organs or body systems. Among the different visits that the military personnel have to attend, the cardiac ambulatory is specialized in: Personnel selection for volunteers recruitment;Evaluation for those soldiers that suffered from cardiovascular diseases that has to be visited by Military Legal Medical Facilities;Medical periodic visits for military personnel on duty to check the maintenance of psycho-physical requirements;Medical visits for military personnel ready to be deployed in missions abroad or that are just coming from them;Definition of diagnostic protocol and evaluation of those soldiers that suffered from cardiovascular disease. In details, the main specific competences of the military nurse in a cardiology ambulatory are: assessment of cardiovascular health (cardiac anamnesis and physical evaluation), diagnostic exams procedures (ECG, supporting in sonography examination, positioning and management of Holter for blood pressure and ECG, cardiopulmonary test), evaluation of medication prescription per cardiovascular disease (antihypertensives, antiplatelet agents, antithrombotic, thrombolytics, antiarrhythmics, with focus on the initiation of therapy, mode of action and interactions). The military nurse in cardiovascular ambulatory, in addition to the many activities, typical of being a warrant officer deployable in national activities or in operations abroad, must acquire competences and knowledge specific for cardiac setting, through basic training courses, continuous medical education, ensuring a constant synergy with all the équipe members, even at international level, also acting independently in all those complex situations that may arise to meet patients’ needs.

Does Access to Point-of-Care Medical Information Improve Trauma and General Surgeons' Clinical Knowledge in a Middle-Income Country? A Mixed-Methods Study with Random Assignment.

Investing in continued medical education strengthens surgical systems. This study assessed the effectiveness of an evidence-based practice (EBP) tutorial and access to UpToDate (UTD) to improve EBP and understand how and why providers practice using evidence. This is a mixed-methods, implementation study at 9 public hospitals in Peru consisting of a didactic session for surgeons on EBP and Google Translate and support of applications for UTD access. Change in clinical knowledge scores (CKS), access and use of UTD, and impact of language pre-and postintervention were measured. Qualitative interviews uncovered reasons for these changes. Intervention participants had lower CKS at follow-up compared with baseline (odds ratio [OR] of higher score 0.41 [0.18,0.98]; p = 0.044), and this effect was modified (p = 0.003) to the extent that the reverse was true for control participants (OR 2.30 [1.13,4.71]; p = 0.022). Participants with 1 to 20 years of experience had significantly improved CKS compared with students/residents (1 to 10 years: OR 4.5 [1.1,18]; 11 to 20 years: OR 4.9 [1.4,17]); there was no evidence of a different CKS between providers with >20 years of experience compared with students/residents (OR 1.3 [0.5,3.7]). Administrative disconnect, usability, motivation, education, time, resources, and age influenced point-of-care medical information systems impact on knowledge and EBP. Participants reporting low English proficiency translated medical literature mostly used Google Translate. Those with low/no English reading proficiency had higher odds of reporting a negative impact on research than those with working (p = 0.007) or professional (p < 0.001) proficiency. Providing education on EBP, free UTD access, and translation solutions did not correlate with increased CKS due to complex barriers to using point-of-care medical information systems.

The confidence limits of self-education of medical workers in matters of competences to provide quality and safety

The article considers possible risks according analysis of comprehension by workers of necessary competencies ensuring quality and safety of medical activities at performing their duties as well as assessment of factors affecting completeness of choice. It is proposed to apply corporate training as component targeted to improving quality and safety of medical activities by addressed training of necessary competencies within the framework of continuous medical education, supplementing existing self-education.

Risk Factors for Disabling and Nondisabling Neck Pain in a Large Cohort of Adolescents.

Neck pain is extremely common and represents a substantial economic burden to our society. We aimed to investigate risk factors for nondisabling and disabling neck pain in a large cohort of Italian adolescents with a cross-sectional study. Six thousand two hundred eighty-one students (14-19 yrs old) answered an online questionnaire, investigating the following: anthropometric data, lifestyle-related items, neck pain frequency and intensity, need for medical examination, and several risk factors. Students who had to give up social activities because of neck complaints constituted the disabling neck pain group. Our findings revealed that sex, age, sports practice, hours of sleep, and family history were risk factors ( P < 0.001) for neck pain in our cohort. Moreover, disabling neck pain group experienced neck pain more frequently ( P < 0.001) and with higher levels of pain ( P < 0.001) compared with the nondisabling group. The number of hours of sleep was the only risk factor that showed a trend to differ comparing the disabling neck pain group with the nondisabling neck pain one ( P = 0.057). Different risk factors for neck pain were detected in a very large cohort of adolescents. This study may pave the way for future prospective studies and for the development of preventive strategies for neck pain in adolescents. Complete the self-assessment activity and evaluation online at http://www.physiatry.org/JournalCME. Upon completion of this article, the reader should be able to: (1) Identify different risk factors for neck pain in adolescents; (2) Determine the differences between adolescents with nondisabling neck pain and disabling neck pain; and (3) Recognize that most risk factors for disabling neck pain are still unknown, but insufficient sleep quantity could potentially contribute to the development of this condition. Advanced. The Association of Academic Physiatrists is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.The Association of Academic Physiatrists designates this Journal-based CME activity for a maximum of 1.0 AMA PRA Category 1 Credit(s) ™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

. Patient community as a factor in the development of medical education practices in modern Russia

Introduction. The study draws attention to the need to transform the Russian system of medical education. It is connected with overcoming modern challenges and Russia’s focus on improving the quality of life of people as a key state priority. The authors substantiate the connection of the patient-centred approach with the values of the “anthropological turn” in the field of medical education. The results of the analysis of foreign experience in the implementation of patient-oriented pedagogical focus in the practices of medical education are given. The study analyses the cases related to the peculiarities of patient communities functioning in order to identify their possible influence on the development of medical education practices.Aim. The current research aimed to identify ways and conditions of using the opportunities of patient communities for the development of practices of Russian medical education.Methodology and research methods. System-based, activity-oriented and phenomenological approaches made up the methodology of the study. Research methods: theoretical analysis, phenomenological analysis, structural analysis, survey, Delphi technique, focus group.Results. The research results are the following:The main directions for the development of medical education practices in the patient-oriented paradigm were outlined, namely: the formation of new, defined in terms of polysubjectivity (students, teachers, practitioners, representatives of patient communities) ways of organising educational interaction; transformation of didactic characteristics of medical academic programmes; updating the forms and means of work to form the worldview of future doctors within the framework of humanistic values.The study revealed the features of the educational functionality of patient communities, which is significant for the development of medical education practices, shown through the following roles of patient community: diagnostician, content developer, designer, moderator, mediator, researcher, analyst, technologist, teacher (trainer), expert. The revealed roles allowed the authors to identify patient community as an actor in the development of modern Russian medical education practices.The organisational and pedagogical ways of patient community influence on the development of medical education were identified: interactive polysubject collaboration of pedagogical, medical and patient communities in the design and implementation of academic programmes; organisation of open design-reflective communication platforms for discussing topical problems of patient communities with the involvement of subjects of medical education; volunteer projects integrating the activity of patient communities and students of medical academic programmes.The study identified the conditions for using patient communities for the development of education practices and professional development of a modern physician, including: well-established organisational and methodological mechanisms for the implementation of roles of the patient community in the organisation of all didactic components of the educational process (its types) in the system of continuous professionalisation of physicians (objectives, content, teaching technologies, monitoring of educational results); availability of systemically functioning mechanisms for introducing students of medical academic programmes to the practices of medical communities.Scientific novelty. The study substantiates the expediency of the interaction of the professional and educational medical communities with the patient as a factor in the development of the Russian system of medical education within the framework of a patient-oriented paradigm that reflects the values of the anthropological turn.The study reveals the types of activities of patient communities. These types reflect their identity as a new actor in the development of Russian medical education practices, namely: communicative, informational, project, expert, and diagnostic; evidence-based motivation for change.The authors prove the potential of the patient community as an actor in the development of Russian medical education practices, the implementation of which is ensured by creating organisational and pedagogical conditions that actualise these communities as the subjects of the educational process through multifaceted and functionally defined roles.The study outlines the ways and conditions of using the potential of polysubject interaction (patient, professional and educational medical communities) to transform the basic didactic characteristics of the educational process (its variations) in the medical education system.Practical significance. The obtained scientific results can be used to develop the content and activity-technological formats of educational programmes of higher medical education, to enrich practices of continuous medical education, to expand the productive experience of interaction between patient, medical and educational communities.

Importance of the reflective logbook in improving the residents’ perception of reflective learning in the dermatology residency program in Saudi Arabia: findings from a cross-sectional study

BackgroundReflection is an essential feature of the learning process in all medical education and training fields. While writing the logbooks has been considered to improve learners’ reflection in several disciplines, it is unknown whether writing reflective logbooks improves the learning perception of dermatology residents. Therefore, this study was carried out to assess the role of the reflective logbook in improving the residents’ perception of reflective learning in the dermatology residency program.MethodsThis cross-sectional study was conducted on 32 dermatology residents from year two (R2) to year four (R4) enrolled in different hospitals in Riyadh, Saudi Arabia. A baseline electronic survey was emailed to all residents before and after implementing the reflective logbook for six months. The survey included 28 close-ended questions assessing their point of view on a Likert scale, and responses varied from agreeing to disagreeing strongly. Frequencies and proportions were generated for the categorical variables such as sex and level of residency. The graphs were generated to assess the proportion of residents correctly responding to the knowledge questions. The data were analyzed using SPSS version 23.ResultsAlmost 80% of dermatology residents considered reflection as an important element of their learning, and 47% of the residents agreed that a reflective log book increases understanding in medical education. About 44% of the residents agreed that the reflective logbook assisted in their learning, and about 19% strongly agreed on the same. However, only 37.5% agreed that logbooks helped them acquire theoretical knowledge, and 9.4% and 18.8% agreed that they helped them acquire practical and research skills, respectively. Almost 68% of the residents had support in writing the logbook, and 34.4% agreed that logbooks helped them address their patient’s needs and enhance their diagnostic skills.ConclusionThe study findings revealed that dermatology residents perceived reflection and writing a reflective logbook as important and potentially beneficial. However, knowing the importance of reflection and what reflection means was not optimal. Not all dermatology residents were aware of the reflection and reflective logbooks as tools for reflective learning. Thereby warranting regular workshops or fostering continuous medical education on the importance of reflection.

Learner engagement and teaching effectiveness in livestreamed versus in-person CME.

Engaging learners in continuing medical education (CME) is challenging. Recently, CME courses have transitioned to livestreamed CME, with learners viewing live, in-person courses online. The authors aimed to (1) compare learner engagement and teaching effectiveness in livestreamed with in-person CME and (2) determine how livestream engagement and teaching effectiveness is associated with (A) interactivity metrics, (B) presentation characteristics and (C) medical knowledge. A 3-year, non-randomised study of in-person and livestream CME was performed. The course was in-person for 2018 but transitioned to livestream for 2020 and 2021. Learners completed the Learner Engagement Inventory and Teaching Effectiveness Instrument after each presentation. Both instruments were supported by content, internal structure and relations to other variables' validity evidence. Interactivity metrics included learner use of audience response, questions asked by learners and presentation views. Presentation characteristics included presentations using audience response, using pre/post-test format, time of day and words per slide. Medical knowledge was assessed by audience response. A repeated measures analysis of variance (anova) was used for comparisons and a mixed model approach for correlations. A total of 159 learners (response rate 27%) completed questionnaires. Engagement did not significantly differ between in-person or livestream CME. (4.56 versus 4.53, p = 0.64, maximum 5 = highly engaged). However, teacher effectiveness scores were higher for in-person compared with livestream (4.77 versus 4.71 p = 0.01, maximum 5 = highly effective). For livestreamed courses, learner engagement was associated with presentation characteristics, including presentation using of audience response (yes = 4.57, no = 4.45, p < .0001), use of a pre/post-test (yes = 4.62, no = 4.54, p < .0001) and time of presentation (morning = 4.58, afternoon = 4.53, p = .0002). Significant associations were not seen for interactivity metrics or medical knowledge. Livestreaming may be as engaging as in-person CME. Although teaching effectiveness in livestreaming was lower, this difference was small. CME course planners should consider offering livestream CME while exploring strategies to enhance teaching effectiveness in livestreamed settings.

Knowledge, Attitude and Practices regarding Brucellosis among Medical Practitioners of Karachi

BACKGROUND:&#x0D; Brucellosis presents with generalized symptomatology and in a country like Pakistan it is commonly misdiagnosed by the medical practitioners as any endemic disease. We aim to assess the knowledge, attitude and practices regarding Brucellosis among the medical practitioners of Karachi and differences in knowledge scores across gender and working sectors. The study was conducted from January 2017 to April 2017 in Karachi.&#x0D; METHODS:&#x0D; Our study was a cross-sectional KAP survey, conducted with the help of a structured questionnaire among 217 medical practitioners by convenient sampling. They were divided into two groups with respect to workplace: Group 1 and Group 2. The results were analyzed using SPSS version 21. Chi-square test was used to establish associations.&#x0D; RESULTS: &#x0D; The study showed that although 89.9% of the medical practitioners have heard about brucellosis, yet only 27.6% were able to identify Brucellosis as the second most emerging zoonotic disease. Across gender, more female than male medical practitioners achieved good knowledge score. In group 1, private sector whereas in group 2, teaching hospital medical practitioners had higher percentage of good score. In the attitude section, 47.5% of the practitioners strongly agreed that Continuing Medical Education (CME) seminars help in creating awareness about diseases. In practice, poor response was recorded for inquiry of questions about Brucellosis in medical history despite of good knowledge about their importance&#x0D; CONCLUSION:&#x0D; The study recognized a gap in knowledge and practices of the medical practitioners hence, there is a need to conduct CME Sessions about the neglected disease.&#x0D; KEYWORDS: Brucellosis, Neuro-brucellosis, Zoonosis, Neglected Disease, Awareness, Health Belief Model, KAP Study, CME

Asynchronous learning: a general review of best practices for the 21st century

PurposeThe purpose of this paper is to create a “go-to-guide” of best practices in the creation of asynchronous courses. Due to the global pandemic, millions of students around the world transitioned from in-class instruction to online programs, which ranged from completely synchronous classrooms to completely asynchronous classrooms. Students were forced to learn how to engage within an online classroom environment with minimal notice and instructors were abruptly thrusted into a different operational environment, with many required to construct educational ecosystems in an unfamiliar and digitized interface. This led to several actions and the utilization of a multitude of different teaching techniques, many of which were poorly implemented.Design/methodology/approachKey words, “Asynchronous learning”, “Learning”, “Feedback”, “Online Instruction”, and “Classroom Design” were searched in online data bases (Google Scholar, PubMed, EBSCO and Data Base of Open Access Journals). These then were read by the authorial team and authoritative papers were selected by the team based on the frequency of utilization by other papers in the field and the utility of these papers for the design of asynchronous courses.FindingsThis paper explores asynchronous learning from the perspective of how instructional science and learning science can be applied to create the best classroom for both pupil and instructor.Originality/valueIt looks to provide a go-to-guide for best practices in asynchronous learning and the development of K-12 classrooms, graduate and medical school classrooms and finally continuous medical education classrooms. Finally, this guide looks to facilitate the development of master instructors through statements on how to properly provide feedback to students.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Continuing Medical Education Questions: April 2023.

Article Title: What Every Gastroenterologist Should Know About Gastrointestinal NETs.

Continuing Medical Education Questions: April 2023.

Article Title: Changes in Lifestyle and Risk of Colorectal Cancer in the European Prospective Investigation Into Cancer and Nutrition.

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.

Benefits and Risks of Low-Dose, Add-On Prednisolone in Older Patients With Rheumatoid Arthritis

Ms. Hoffmeister is a freelance medical writer in Camp Hill, Pennsylvania. To earn CME credit, you must read the CME articles and complete the quiz and evaluation assessment survey on the enclosed form, answering at least 70% of the quiz questions correctly. This continuing medical enduring material activity expires November 30, 2024. All authors, faculty, and staff have no relevant financial relationships with any ineligible organizations regarding this educational activity. Lippincott Continuing Medical Education Institute, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Lippincott Continuing Medical Education Institute, Inc., designates this enduring material for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Lippincott's Bone and Joint Newsletter is an independent publication solely owned and published by Wolters Kluwer and has no affiliation with the Journal of Bone & Joint Surgery.

Does Conditioned Pain Modulation Predict Pain Outcomes?

Ms. Ward is a registered nurse at University of Maryland Medical Center, Baltimore, Maryland, and Dr. Starkweather is Chamings Professor & Assistant Dean for Research Development, Department of Biobehavioral Nursing Science, University of Florida College of Nursing, PO Box 100197, Gainesville, FL 32610; E-mail: [email protected]. All authors, faculty, and staff have no relevant financial relationship with any ineligible organizations regarding this educational activity. CME Accreditation Lippincott Continuing Medical Education Institute, Inc., is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. Lippincott Continuing Medical Education Institute, Inc., designates this enduring material for a maximum of 1.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. To earn CME credit, you must read the CME article and complete the quiz and evaluation assessment survey on the enclosed form, answering at least 70% of the quiz questions correctly. This CME activity expires on November 30, 2024. NCPD Accreditation Lippincott Professional Development is accredited as a provider of nursing continuing professional development (NCPD) by the American Nurses Credentialing Center's Commission on Accreditation. Lippincott Professional Development will award 2.0 contact hours for this NCPD activity. This activity is also provider approved by the California Board of Registered Nursing, Provider Number CEP 11749 for 2.0 contact hours. Lippincott Professional Development is also an approved provider of continuing nursing education by the District of Columbia, Georgia, West Virginia, New Mexico, South Carolina, and Florida, CE Broker #50-1223. Your certificate is valid in all states. Instructions for earning ANCC contact hours are included on page 11 of the newsletter. This NCPD activity expires on December 5, 2025.

The psychological impact of the COVID-19 pandemic among the medical-sanitary staff, a new challenge

Abstract The general perception is that the COVID-19 pandemic has been one of the biggest challenges for the health system. While touching every aspect of life, the COVID-19 pandemic has requested a prompt response from the health system and other structures and coordination systems that intervene in daily activity. The data presented were obtained following the application of a questionnaire to the average care staff of the Pascani Municipal Emergency Hospital, which monitored the impact of the COVID-19 pandemic on their professional activity and emotional state. The results revealed not only feelings of panic, fear, and worry but also determination and stubbornness in the fight against the disease. The results of the study indicated the adherence of the medical staff to initiatives that promote a holistic approach to the patient, addressing all the patient’s sufferings (physical, psychological, social, or spiritual), as well as finding new ways of relieving, treating, and healing them. The therapeutic act was difficult to fulfill because it had to consider the COVID-19 protocols, modified in dynamics, and applied to patients and staff. The use of complete protective equipment, as well as other adjustments to the working conditions, were perceived as an additional effort. To achieve this desideratum, teamwork, continuous medical education of the medical staff, and efficient communication between the medical assistant-nurse team with the patient and their relatives were of particular importance. Clear, transparent communication on the patient’s actual clinical condition and prognosis to his family members is essential to avoid and overcome possible conflictual situations.

Современные проблемы и направления подготовки специалистов в области дезинфектологии

The article highlights the current problems of training medical personnel in the field of disinfection, the role of the quality of training specialists in the implementation of professional activities, the requirements for the development and implementation of educational programs of training in residency and additional professional programs, the features of maintaining modern databases on the education of specialists. Algorithms of formation by specialists and personnel services of applications for training in additional professional programs on the portal of continuous medical education of the Ministry of Health of the Russian Federation are presented. Keywords: disinfection, education programs, quality training RMACPE/FGBOU DPO RMANPO of the Ministry of Health of the Russian Federation.