La EMC a distancia por Internet permite también potenciar comunidades profesionales y sus procesos de aprendizaje (Parboosingh, 2002; Ho, 2010), a menudo a través del aprendizaje informal, aunque fuertemente centrado en el trabajo práctico y en la reflexión y validación colectivas, elementos importantes para lograr la aplicación de nuevo conocimiento a la práctica clínica.Read More
CME as a Change Management Engine
In November 2018 over 115 people gathered at the The King’s Fund – “the think-tank of the NHS” in London for the 11th Annual European CME Forum. We had a mixture of plenary room presentations and discussions and the break-out workshops. This year we focussed more on the outputs of the workshops for whole room discussions to ensure that all topics were covered.
We will keep updating this page as information and outputs become available. Make sure you are signed up to receive our updates and keep in touch with any thoughts and comments as we plan for the next meeting
The 12th Annual European CME Forum will take place 6-8 November 2019, University of Manchester, UK.
La EMC a distancia por Internet está en la encrucijada de tres componentes: la formación profesional de los médicos en actividad, la educación a distancia y las nuevas tecnologías (Kaplún 2005; figura 1). Es importante aclarar que las nuevas tecnologías no son sinónimo de educación a distancia, ni viceversa. Por ejemplo, la educación a distancia existe desde mucho antes que Internet (con soporte papel, radio, televisión o videoconferencia satelital), y las nuevas tecnologías se pueden usar para potenciar la educación presencial tradicional.Read More
From the annual meeting of the Alliance for Continuing Education in the Healthcare Professions in Orlando, Florida, join in as Alvaro Margolis, MD, MS, President and CEO of EviMed, and his colleague Jann Balmer, PhD, RN, FACEHP, FAAN, Director of CME at the University of Virginia School of Medicine, discuss how Facebook and other social network concepts and approaches can be used to promote social learning in health care teams, both for online and for combined online and face-to-face learning.
Prior interpersonal relationships and interactivity among members of professional associations may impact the learning process in continuing medical education (CME). On the other hand, CME programs that encourage interactivity between participants may impact structures and behaviors in these professional associations. With the advent of information and communication technologies, new communication spaces have emerged that have the potential to enhance networked learning in national and international professional associations and increase the effectiveness of CME for health professionals. In this article, network science, based on the application of network theory and other theories, is proposed as an approach to better understand the contribution networking and interactivity between health professionals in professional communities make to their learning and adoption of new practices over time.
Internet; communities of practice; continuing medical education; social network analysis; sociocultural learning
Integrating evidence-based clinical practice guidelines on gastroesophageal reflux disease into medical practice is of prime importance in Latin America, given its high prevalence in this region. The aim of this project was to implement and assess an educational intervention on gastroesophageal reflux disease, aimed at primary care physicians in Latin America, with contents based on current clinical guidelines. The course included initial activities, whether face-to-face or through distance learning, and a 2-month period of Internet study and interaction. A pilot test was carried out in Uruguay, which was then repeated in 5 countries (Mexico, Colombia, Venezuela, Argentina and again in Uruguay). A global template was designed, which was then adapted to each of the countries: this was done with the participation of local institutions and leaders. Local credits were given for recertification. Participation was free. Of 3,110 physicians invited to participate, 1,143 (36.8%) started the course. Of these, 587 (51.4%) accessed at least half the contents of the course and 785 (68.7%) took part in the clinical discussions. A total of 338 (29.6%) completed all the requirements of the course and received a certificate. Among physicians who took both the pre- and post-intervention knowledge tests, scores improved from 60 to 80% (P<.001). Ninety-two percent of planned changes in clinical practice were related to the pedagogic aims of the course. In conclusion, a multifaceted, 2-phase continuing education course was successfully imparted in Latin America, with an overall design that was adapted to each country. Determination of specific needs and the participation of national experts were fundamental to the success of the course.
Atención primaria; Continuing medical education; Educación médica continua; Enfermedad por reflujo gastroesofágico; Gastroesophageal reflux disease; Information and communication technologies; Latin America; Latinoamérica; Primary care; Tecnologías de la información y la comunicación
Cursos con Inscripción Abierta
- redEMC, Comunidad académica de Educación Médica Continua en América Latina
- An international multifaceted educational program about acute kidney injury across Latin America
- Acreditación de la Educación Médica Continua a distancia
- La Educación Médica Continua a distancia por Internet
- Applying Facebook and other social network approaches into interprofessional continuing education