The Journal of Continuing Education in the Health Professions 2010: Vol 30 Index & Table of Contents

2010·2.9 MB·English

Index
The Journal of Continuing Education in the Health Professions
Volume 30, 2010
Subject Index
ABMS Maintenance of Certification (MOC) (Jefferson Scale of Physician Empathy), 205; Center for Personalized Education for
program, 187, 188, 191 JSPPPE (Jefferson Scale of Patient’s Physicians (CPEP) [U.S.], 161, 181-186
Academic detailing, 140-1411 Perception of Physician Empathy), 205; PAR Center for Reproductive Health Research and
Accreditation Council for Continuing Medical (Physician Achievement Review), 20; Policy (UCSF), 145
Education (ACCME) [U.S.], 3. 7 programs/methods for assessing clinical Centre for Learning in Practice (Ottawa), 77
Accreditation Council for Graduate Medical competence, 32; SCT (Script Concordance Change: assessing barriers to CME influenced
Education (ACGME), 197, 208 Test), 161-165; SOI (Structured Oral practice, 237-244; attitudinal commitment
ACGME-accredited residency programs (U.S.), Interview), 162-165; Tailored Design to, 173; behavior change theory on, 173; TPB
91 Method, 206 (theory of planned behavior) for, 173-177
Aging: cognitive performance decrements due Association of Faculties of Medicine of Canada, Transtheoretical Stages of Change model on,
to, 153-154; CPEP Reentry Program rating 249 238
by participant, 1847; examining cognitive Association for Hospital Medical Education, 77 Chronic Care Model, 114 15, 193,
performance of physicians and, 154-159; Asthma: NC IPIP quality-of-care measures for, 214
increasing age of U.S. population, 153; 110; PA Chronic Care Initiative and Chronic Disease Electronic Management
plasticity and, 156; situated cognition theory improved practice for, 1167 System (CDEMS), 107, 108
on, 154fig—155 A\ttitudinal commitment to change, 173 Cincinnati Children’s Hospital Medical Center,
Aging physicians: deliberate practice Australia: Australian Medical Council, 208; 19]
(expertise) of, 156; implications and future physician problem survey participation by, CIPP (context, input, process, product) model
research on, 157—159: information professing 26-36; physician understanding of clinical of evaluation, 216
theory and, 155-157; lessons for practice, trial data by, 221 Clinical competence: aging and cognitive
159; neurobiology of, 156-157; self-directed Award for Excellence in Research (2009), 77 performance, 153-159
and self-regulated learning by, 157; situated assessment/remediation for performance
cognition theory on, 154fig—155 Behavior change theory, 173 problems of, 26-36; CME to improve
Al Bayan newspaper, 252 Behavioral observation scales (BOS), 21 rational prescribing, | 1—17; concerns about
Albany Medical College (U.S.), 161 Behaviorally anchored ratings scales (BARS), physician reentry and, | 80-181; construct
Alliance for Continuing Medical Education, 77 217 validity study of, 19 2+44 ; CPEP Reentry
AMA Council on Medical Education, 181 Biomedical Institutional Review Board, 107 Program to ensure, 181 186; instruments for
AMA’s Code of Physician Conduct, 209 Book reviews: Medical Quality Management: assessing, 20, 32r, 161 165: Knowledge To
American Academy of Family Physicians, 225 Theory and Practice (Varkey), 151; Empathy Action (KTA) Process model to improve, 66,
American Academy of Pediatrics (AAP), 181 in Patient Care: Antecedents, Development, 68—70fie. 167-170: North Carolina IPIP
American Association of Medical Colleges Measurement, and Outcomes (Hojat), 205; (Improving Performance in Practice) for
(AAMC), 197 Evaluation Theory, Models, & Applications 107-112: surgical skills mentorship program
American Board of Medical Specialties (Stufflebeam and Shinkfield), 74; /nternet, to improve, 51-55. See also Physicians;
(ABMS), 106, 187, 188 Mail, and Mixed-Mode Surveys (Dillman, Teamwork competencies
American Medical Association (AMA), 180, Smyth, and Christian), 206; Writing for Clinical competence assessment instruments
181, 208, 209 Educators: Personal Essays and Practical clinical evaluation exercises (CEX and
Anesthesia crisis resource management Advice (Bromley), 261—262 mini-CEX), 20; ITERs (in-training evaluation
(ACRM), 213-214 Breakthrough Series (BTS), 190, 191, 192 reports), 20; PAR (Physician Achievement
Antibiotics: Iranian CME study on prescriptions Breakthrough Series Learning Collaborative Review), 20; programs and methods listed,
of, 13-17; outcomes and assessment model, 100 32r: SCT (Script Concordance Test),
indicators for prescribing, 13+; 161-165; SOI (Structured Oral Interview),
prescription-related outcome indicators for Cambodia, 145 162-165
prescribed, 15 ‘anada: Canadian National Physician Survey Clinical competence study: discussion of main
ASEAN countries, 145 (2007) in, 81; clinical competence study findings of, 23—24; lessons for practice from,
Assessment: of barriers to changing practice conducted in, 19-24; international medical 24; MTMM matrix used during, 20,
following CME, 237-244; construct validity curriculum in, 37-43; learning portfolio 21-22fig, 23, 24; results of the, 21-221
study for clinical competence, 19-24; CPEP models in health regulatory colleges of, traditional assessment of clinical
Reentry Program rating by participant age, 57-64; physician performance problem competence, 19-20; WAAIP project designed
184r; international programs and providers assessment/remediation in the, 26-36; to assess competence, 20-21
of, 29r—30r; learning portfolio models study physician understanding of clinical trial data Clinical data interpretation (CDI), 162
on learning and, 60, 62; perceptions of 222: Regulated Health Professions Act of Clinical evaluation exercises (CEX and
physicians about industry relationships, 1991 (RHPA), 58; RLF (reflective learning mini-CEX), 20
197-203; physician performance problems, framework) for physicians of, 78-88; SCT to Clinical practice: assessing barriers to changes
26-36; teamwork competencies, 216-217. detect poor performing physicians, 161-165; due to CME, 237-244; characteristics/clinical
See also Evaluation shared decision making (SMD) study in, abilities when reentering, 180-186;
Assessment instruments: clinical evaluation 45-49 depression management of diabetic patients
exercises (CEX and mini-CEX), 20; ITERs ‘anadian Institutes of Health Research (CIHR), in, 172-177: EBP (evidence-based practice),
(in-training evaluation reports), 20; JSPE 70 45, 132-138, 167, 170; exploring empathy as
‘anadian Medical Association (CMA), 80, 249 part of, 205; physician reentry study, 89-94;
‘anadian Medical Association e-Panel, 247 rational prescribing, 12-17. See also Health
2010 The Alliance for Continuing Medical ‘“anadian Medical Protective Association, 249 care; Physicians
Education, the Society for Academic Continuing ‘anadian National Physician Survey (2007), 81 Clinical reasoning process (CRP): assessment
Medical Education, and the Council on Continu- Canadian Stroke Network, 169 as worldwide concern, 161-162: mean rating
ing Medical Education, Association for Hospital Cease Smoking Today (CS2day) Toolkit, from SOI reports, 163fig; SCT (Script
Medical Education. 149-150 Concordance Test) to assess, 162—165:; SOI
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(Structured Oral Interview) to assess, 139-142; e-learning program for surgical Empathy in Patient Care: Antecedents,
162-165 trainees, 257—259; physician reentry Development, Measurement, and Outcomes
Clinical trials: discussion of CME presentation programs, 89-94, 181-186; promoting a (Hojat), 205
of, 224-226; examining CME presentation coordinated vision of effective, 1—2; European General Medical Council, 208
of, 222-227; learners’ preferences about structured over course of physician’s career, Evaluation: CIPP (context, input, process,
presentation of data, 224fig: physician 159; in the United Arab Emirates, 251- product) model of, 216; clinical evaluation
understanding of data from, 221-222; 255. See also Interprofessional education exercises (CEX and mini-CEX), 20;
Statistical Comprehension Questionnaire on, (IPE) expanding CME, 74; Kirkpatrick model for
226-227; understanding of relative and COPD (chronic obstructive pulmonary disease): teamwork, 216; NC Improving Performance
absolute terms of, 221-222, 223 “Making the Right Diagnosis:” initiative on, in Practice (IPIP) strategy for, 109;
Closed-loop communication, 2 72; methodology and results of initiative for, PCCMoW approach to CME, 230; surgical
Cochrane Library, 137 73-74 mentorship program, 52r. See also
Cognitive performance: aging and information COPD Foundation, 72 Assessment
professing theory on, 155-157; implications Corticosteroids: Iranian CME study on Evaluation Theory, Models, & Applications
and future research on aging and, 157-159; prescriptions of, 13-17; outcomes and (Stufflebeam and Shinkfield), 74
lessons for practice, 159; plasticity and, 156; assessment indicators for prescribing, 137; Evidence-based practice (EBP): characteristics
situated cognition theory on, 154fig—155; prescription-related outcome indicators for of regional hospitals using, 132; description
team competencies for, 213 prescribed, 15 of, 132; influences for successful adoption of,
Cognitive Task Extracted (CTE): reflective CPEP Reentry Program: description of, 181; 167, 170; patient’s participation in decision
learning process distribution of, 847; RLF discussion of results on, 184—185; lessons for making for, 45; study on physician and nurse
qualitative multiple-case study on, 82-85 practice from, 186; licensure status of use of, 133-138
“The Collaborative Grant Development participants, 1847; methods used to study, Evidence-based practice (EBP) study:
Process” (Alden), 261 181-182; rating on assessment by participant discussion of physician and nurse use during,
Collége des médecins du Québec (CMQ), 162 age, 184r; results of study on, 182-184 135-138; lessons for practice from, 137;
College of Family Physicians of Canada, 80, CPMG Department of Education, 238 methods to collect data for, 133-134; results
249 Crew resource management (CRM), 213 of physician and nurse EBP use during,
College of Nurses of Ontario (CNO) [Canada], Cue-strategy associations, 213 134t-135r
59 3xperiential learning: PCCMoW course
College of physicians and Surgeons of Alberta, Dalhousie University Research Ethics Board, approach to, 230-235; two different
39 127 categories of, 230
College of physicians and Surgeons of Ontario Decision making. See Shared decision making Expertise (deliberate practice), 156
(CPSO), 27 (SDM)
Colorado Permanente Medical Group (CPMG), Deliberate practice (expertise), 156 Family Medicine, 106
238 Depression: PAMD (Pediatricians Attitudes Family Medicine Appointment Request A3
Communities of practice (CoP): description of, regarding Maternal Depression), 173; (IPIP program), 99fig
126-127; electronic, 139-142; as health care understanding rates in persons with diabetes, Family physicians. See Physicians
evolving concept, 139-140; IPE 172 FMEA (Failure Modes and Effects Analysis),
(interprofessional education) implementation Depression management: barriers to patient, 99
by, 127-131 174; baseline patient depression care, 175; “From Idea to Printed Page” (Tallerico),
Community Care of North Carolina (CCNC), CE (continuing education) programs impact 261
107 on, 173, 174-177; intention to change
Conflict management, 2127, 213 practices of, 174; lessons for practice on, Gender differences of physicians, 81—82fig
CONSORT-adapted statement for CME, 48 177; physician attitudes regarding, 174; Global Health Network (GHNet), 260
Consumer-oriented evaluation, 74 practices for, 174: self-efficacy regarding Global Learning Opportunities for Vaccine
Context/Input/Process/Product Model, 74 ability for patient, 174; TPB (theory of Quality (WHO), 230
Continuing medical education (CME): planned behavior) used for, 172-177 GP (general practitioners). See Physicians
assessment of barriers to changing practice Diabetes: addressing depression as part of Guided error training (GET), 214-215
following, 237-244; defining quality criteria care for, 173-177; estimated rates of
using Modified Nominal Group Technique, depression related to, 173; NC IPIP Hai Phong Medical University (Vietnam), 146
246-249; examining if shared decision quality-of-care measures for, 110; PA Health Canada, 127-131
making is fostered by, 44-49; expanding the Chronic Care Initiative and improved Health care: changing environment of Vietnam,
repertoire for evaluating, 74; improving practice for, 1 16f 144-145; evidence-based practice in Taiwan
rational prescribing by outcome-based, Diffusion of innovation theory, 67 hospitals, 132-138; IPIP (Michigan
1 1-17; Indian Supercourse in Epidemiology, Dubai Healthcare Provision Report, 251 Improving Performance in Practice) program
260; integrating reflective learning into, to improve, 95-105; Medical Quality
78-88; IPE (interprofessional education), E-learning: description and effectiveness of, Management: Theory and Practice on
126-131: IPIP (Improving Performance in 257-258; for surgical trainees to prevent improving, 151; Patient-Centered Medical
Practice) approach to, 106-112; Michigan surgical infection, 258-259. See also Online Home (PCMH), 112; TQM (Total Quality
Improving Performance in Practice (IPIP) CME (continuing medical education) Management) approach used by, 95-196. See
program, 95-105; mixed methods study on Egyptian IMGs (international medical also Clinical practice; Continuing medical
presentation of evidence in, 221-227; new graduates), 37 education (CME)
Singapore requirements for, 145; online Electronic communities of practice (CoP): Health Professional Regulatory Advisory
computer-based, 3-9, 246-249; PCCMoW guidelines to enable a successful, 141; Council (HPRAC) [Canada], 58
(Pharmaceutical Cold Chain Management on importance to CME by, 139; lessons for Health regulatory colleges (Canada):
Wheels) approach to, 229-235; Pennsylvania practice from, 142; TEAD description and function of, 57-58;
Primary Care Coalition approach to, (technology-enabled academic detailing) examining how learning portfolios are used
114~124; physician reentry program, 89-94; approach to, 140-141; theoretical advantage in, 58-64; listed, 587
team training svience integrated into, of the, 140 Heart and Stroke Foundation of
208-218: on treating depression, 173-177; in Electronic health records (EHRs): increasing Canada/Ontario, 169
the United Arab Emirates, 251-255; in use of, 153; initiatives driving development Hospitals: comparing EBP between physicians
Vietnam, 144-147. See also Health care: of national, 151; NC IPIP use of, 108, 110 and nurses in, 133-138; EBP (evidence-based
Learning Emergency medicine crisis resource practice) used in regional, 132
Continuing professional development (CPD): management (EMCRM), 214 Hue College of Medicine and Pharmacy
CoP (communities of practice) for, 126-131, Emirates Medical Association, 252 (Vietnam), 147
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Improving Performance in Practice (IPIP): Journal of Continuing Education in the Health Learning portfolio models: health regulatory
description of, 187-188; design requirements Professions: Award for Excellence in colleges use of, 57-64; implementing
for, 190r; designing as large-scale system, Research (2009) by, 77; editorial leadership effective use of, 59; literature review on,
188-195; flowchart for development and change, 207 58-59
testing concept of, 189fig; launching and goal JSPE (Jefferson Scale of Physician Empathy), Learning portfolio models study: components of
of, 106-107; lessons for practice from the, 205 the completion process, 60fig; discussion of
195; national program components of, 194fig; results, 62-63; lessons for practice from the,
North Carolina IPIP, 107-112; Pennsylvania Kaiser Permanente Colorado CME study: 63; limitations of the, 63; methodology used
Primary Care Coalition membership in, attendance, evaluation return, and barrier during, 59; results of, 59-62: on sequence of
114—124; spread of the, 193-194; system statements in, 239t; CME learning transfer events in portfolio completion, 61t; summary
diagram of, 193fig barrier categories in, 2407-2411; discussion ot available program support, 62
Indian IMGs (international medical graduates), of barriers to change following, 239,
37 242-243; frequency of reported barriers to Maintenance of certification (MOC) program
Indian Supercourse in Epidemiology, 260 change after, 239fig; implications for future American Board of Medical Specialties
Industry influence study: description of, 198; practice, 243; learning transfer barrier (ABMS), 187, 188, 191; benefits of research
discussion of, 202-203; methods used framework during, 242fig; lessons for on aging and, 159; Maintenance of
during, 198-199; participant comments practice from, 243; limitations uncovered Certification Part IV (MOC IV), 107, 108,
about, 199-202; resultosf , 199 during, 243; questions for future research, 112
InfoPOEMs: description of, 80; RLF (reflective 243-244; subcategorization of “provider” “Making the Right Diagnosis: The Need for
learning framework) use of, 80-81, 86 barriers, 241 fig Spirometry” initiative, 72-73
Information Assessment Method (IAM), 80-81 Kaiser Permanente Colorado (KPCO): MAXQD \ (software). 82
Information processing theory, 155—157 background of, 238; examining barriers to M bius (journal), 207
Innovations: Cease Smoking Today (CS2day) change after CME in, 238-244 Medical Council of Canada (MCC), 209
Toolkit, 149-150; improving COPD Kirkpatrick model of evaluation, 216 Medical Council of New Zealand, 27
diagnosis and management, 72-73; Indian Knowledge To Action (KTA) Process model: “Medical home” concept, 214
Supercourse in Epidemiology, 260 illustrated diagrams of, 7Ofig, 168fig: inciting Medical Quality Management: Theor
Institute of Medicine (IOM) [U.S.], 1-2, 197 clinical change through, 167—170; study on Practice (Varkey), 151
Integrated Health and Learning Project effectiveness of, 66, 68—70; successful Medical Times survey, 252
(Canada), 43 adoption of evidence-based practice using, MEDLINE, 207
Internal Medicine and Pediatrics, 106 167, 170; USN (unilateral spatial neglect), Medscape, 9
International medical graduates (IMGs): 168-170 Mentorship programs. See Surgical mentorship
changing demographics of, 36; mediating Knowledge translation (KT): conditions for programs
influences on, 41; patient billing, insurance effective, 65; defining, 66; KTA (Knowledge Michigan Improving Performance in Practice
systems, and, 41; privileging system of, ‘0 Action) Process framework for, 66, (IPIP) measures: current state/future state of,
40-41; studies on learning needs of, 36-37; 68—70fig, 167-170; lessons for practice from, 101 fig: December 2009 Measures Report,
study on hidden curriculum of, 37-43 70; OMRU (Ottawa model of research use) 100fig: family medicine residency clinic
International medical graduates (IMGs) study originally selected for, 66, 68-70; PAR diabetic measure improvement, 102fig
conclusions from the, 41-42; discussion of (participatory action research) to facilitate, improvement in clinical measures in IPIP
findings, 42-43; lessons for practice from 65, 66, 68; PCCMoW (Pharmaceutical Cold patients, 104fig; process improvements,
the, 42; methods used to examine curriculum Chain Management on Wheels) course for, 103fie
of, 38-39; results of the, 39-41 229-2351; PERFECT tool for successful, Michigan Improving Performance in Practice
International Patient Decision Aid Standards 170. See also Learning (IPIP) program: discussion of results of,
(IPDAS) Collaboration, 46 Knowledge translation study: background of, 104-105; Family Medicine Appointment
International Physicians Assessment Coalition 66; on characteristics of adopters, 67; Request A3 used in, 99fig; funders and
(IPAC): description of, 28; physician problem conceptual framework for knowledge contributors to, 95—96r; lessons for practice
survey by the, 28-36 translation, 67-68; defining knowledge from the, 105; overview, objectives, and
Internet CME. See E-learning; Online CME translation, 66—67; on diffusion of desired outcomes of the, 95-96:
(continuing medical education) innovation theory, 67; on health issues quality-improvement coach training topics in
Internet, Mail, and Mixed-Mode Surveys concerning youth, 68; KTA conceptual the, 96r; quality-improvement methodologies
(Dillman, Smyth, and Christian), 206 framework, 7Ofig; on OMRU and KTA, terminology used in the, 977; requirements of
Interprofessional Education for Collaborative 68-70: PAR methods used during, 68; on practice for, 96—100; results of
Patient-Centered Practice, 127 parents versus youth perceptions of process-improvement activities of the,
Interprofessional education (IPE): description community strengths, 69fig; on theoretical 100-104; standardized workflow for the
of, 126-127; IPFS (Interprofessional and conceptual framework, 67 quality improvement coach in, 98fig
Facilitation Scale) for, 127-131; lessons for Kolb’s learning cycle, 230fig, 235 Mission analysis, 2127, 213
practice from, 131. See also Continuing Korea, 145 Modified Nominal Group Technique: defining
professional development (CPD) quality criteria for online CME using,
Interprofessional Facilitation Scale (IPFS): Laos, 145 247-249; description of, 247
discussion and conclusions regarding the, Laparoscopic colon resection (LAP): discussion Modified Nominal Group Technique project
130-131; methods used to develop, 127-128: of findings on mentoring of, 54—55; lessons discussion of results, 249; lessons for
phases one and two development of, for practice of, 55; methods used to examine practice from the, 249; methods used
127e-128e; psychometric testing of the, mentoring of, 52-54; surgical mentorship during, 247; quality criteria presented for
128e—129; rotated factor loadings, mean program to improve, 51 ranking during, 2487; results of the,
score, and standard deviations of, 129r Learning: CoP (communities of practice) for, 247-249
Iran: adoption of CME in, | 1-12; randomized 126-131, 139-142; IPE (interprofessional MTMM (multitrait multimethod) matrix:
trial to examine CME on rational prescribing education) interactive, 126-131; Kolb’s analysis of variance for, 2 3¢; Campbell and
in, 11-17 learning cycle on, 230fig, 235; learning Fiske technique used to construct, 21—22fig:
Ireland: IMGs (international medical graduates) portfolio models study on assessment and, clinical competence findings using the,
recruited from, 37; physician problem survey 60, 62; pharmaceutical cold chain 23-24; construct validity study of clinical
participation by, 26-36 management for experiential, 229-235; competence using, 21 24; design basics of,
ITERs (in-training evaluation reports), 20 reflective, 78-88; Vygotsky’s social learning 20
theory on ZPD for, 230, 233. See also Mutual performance monitoring, 2121, 213 3
JCEHP Award for Excellence in Research, 77 Continuing medical education (CME);
JCEHP.com, 207 Knowledge translation (KT) National Board of Medical Examiners, 77
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National Clinical Assessment Service (NCAS) PA Chronic Care Initiative: average practice influence, 198-199; participant comments
[UK], 27, 28, 35 performance measures during the, 119fig; about industry influence, 199-202; results of
National Committee for Quality Assurance discussion on results of the, 120, 124; lessons industry influence, 199
(NCQA), 116 for practice from the, 124; map of Physician Achievement Review (PAR), 20
National Health Research Institutes (NHRI), Pennsylvania impacted by, 117fig; Physician Assessment and Clinical Education
program-level change during, 120; regional (PACE) [University of California], 162
Behe ]
National Institutes of Health, 221 financial incentives in, 117?; strategic plan Physician EBP study (Taiwan): comparison
National Library of Medicine (NLM), 207 and goals of the, 115; strategies used by, between nurses and, 134—136r;
National Patient Safety Agency (UK), 35 115-116, 118 demographics of respondents in, 134r;
National Quality Forum (NCQA), 192 PA Chronic Care Initiative Collaborative demographics of Taiwan work force, 133+
NC Division of Public Health, 107 Cumulative Monthly Practice Report, Physician reentry: AMA Council on Medical
NC Improving Performance in Practice (IPIP): 121 fig—123fig Education report on, 181; annual return
discussion of impact, 111-112; evaluation Pakistan, 37 rates in the U.S., 180; CPEP Reentry
strategy and framework of, 109; lessons for Participatory action research (PAR), 65, 66, 68 Program to ensure clinical abilities of,
practice from the, 112; long-term Partners for Interprofessional Cancer Education 180-186; lessons for practice on, 94, 186;
sustainability of, 11 1fig; map of area covered (PICE) project: description of, 127; IPFS state concerns about competence of,
by, 108fig; North Carolina coalition and (Interprofessional Facilitation Scale) 180-181; study on, 90-94
initial funding of, 107; quality-of-care developed by, 127-131 Physician reentry programs: CPEP Reentry
measures for diabetes and asthma during Patient safety: e-learning program preventing Program, 181—186; recommendations for,
wave one, | 10r; target population and spread surgical infection for, 257-259; 89-90); study on education intervention of,
strategy of, 107-109; wave one of, TeamSTEPPS program for, 211,214; UK 90-94
109r-110r, 11 1fig; wave two design and National Patient Safety Agency for, 35 Physician reentry study: on characteristics of
spread, 110r—-111 Patient-Centered Medical Home (PCMH): NC applicants to reentry program, 92r; on
NC IPIP Steering Committee, 107 IPIP and, 112; PA Chronic Care Initiative demographics of reentry program
NC Medicaid, 107 and, 116 participants, 92; lessons for practice from
NCAFP Foundation, 107 Patients: International Patient Decision Aid the, 94; methods used during, 90-91; on
Neurobiology, 156—157 Standards (IPDAS) Collaboration, 46; reasons and number of applicants not
New Zealand: IMGs (international medical JSPPPE (Jefferson Scale of Patient’s accepted, 93r; results of, 91-93
graduates) recruited from, 38; physician Perception of Physician Empathy), 205; Physicians: AMA’s Code of Physician Conduct,
problem survey participation by, 26-36 managing depression in diabetic, 173-177; 209; assessing perceptions about industry
Newfoundland, 38 SDM (shared decision making) participation relationships by, 197-203; demographics of
North Carolina Academy of Family Physicians by, 45-49 Taiwan, 133r; efforts to stimulate reentry by,
(NCAFP), 107 PCCMoW (Pharmaceutical Cold Chain 90-94; evidence-based practice by nurses
North Carolina Area Health Education Centers Management on Wheels) course: approach compared to, 132-138; examining shared
(NC AHEC) program, 107 used by, 231; cold chain of the, 229; critical decision making fostered by CME, 4449;
North Carolina Chapter of the American success factors for, 233-235; example of exploring empathy of, 205; IPIP (Michigan
College of Physicians, 107 system for, 232fig; Kolb’s learning cycle used Improving Performance in Practice) for,
North Carolina Medical Society, 107 in, 230fig, 235; lessons for practice from the, 95-105; Maintenance of Certification Part IV
North Carolina Pediatric Society, 107 235; methods used for, 230-2311; (MOC IV) for U.S., 107, 108, 112; managing
Northern New England Cardiovascular Study post-course survey questions and responses depression in diabetic patients, 172-177;
Group, 19] on, 235r; results of the, 231-233: as solution national reports on shortage of U.S., 89; as
NSAIDs (nonsteroidal anti-inflammatory to problem of developing knowledge and RLF qualitative multiple-case study
drugs): Iranian CME study on prescriptions skills, 230; Vygotsky’s zone of proximal participants, 80-88; understanding of clinical
of, 13-17; outcomes and assessment development (ZPD) and, 230, 233 trials data by, 221-222; Vietnam’s LET (Law
indicators for prescribing, 13r; PDSA (Plan-Do-Study-Act) cycles, 99 on Examination and Treatment) on, 146. See
prescription-related outcome indicators for Pediatricians Attitudes regarding Maternal also Clinical competence; Clinical practice;
prescribed, 157 Depression (PAMD), 173 Nurses
Nurse EBP study (Taiwan): comparison PEER program, 31 Plasticity, 156
between physicians and, 134—136r; Pennsylvania Governor’s Office of Health Care Prescribing. See Rational prescribing CME
demographics of respondents in, 1347; Reform, 118, 119 study
demographics of Taiwan work force, 133+ Pennsylvania Primary Care Coalition: lessons Professionalism theory, 127
Nurses: demographics of Taiwan, 1337; for practice from the, 124; organizations part
evidence-based practice by physicians of the, 114-115; PA Chronic Care Initiative Quality-improvement consultants (QICs): North
compared to, 132-138. See also of, 115-124 Carolina IPIP use of, 107-108; PA Chronic
Physicians PERFECT tool, 170 Care Initiative use of, 116
Performance assessment: approach listed for,
Online CME (continuing medical education): 35t; assessment programs and providers for, Rational prescribing CME study: characteristics
characteristics of 272 Web sites for, 8t; CME 291-301; collection of information about of GP’s eligible for programs, 15r;
Web site survey on, 4-5, 6-7; current state of, contributory factors, 31f; focus and methods drug-related outcome indicators during, 16r;
5-6; data sources and their limitation on, of, 31-32; identifying factors for potential lessons for practice from, 17; methods used
3-5; description of, 3; discussion of findings remediability, 27-28; lessons for practice for, 12-13; outcomes and assessment
on, 7-9; lessons for practice from, 9; market from, 35; methods of, 327; study on process indicators used during, 13¢; participation
Share trends of, 51, 61, 7fig; Modified of, 28-35; variety of reasons for, 26-27. See flowchart for, 14fig; prescription-related
Nominal Group Technique for defining also Remediation programs outcome indicators during, 15¢
quality criteria for, 246-249. See also Performance assessment study: discussion of Reflection Questionnaire, 78
E-learning findings, 34-35; lessons for practice from, Reflection-in-Learning scale, 78-79
Online CME Web site survey: description and 35; methods used for, 28; on remediation Reflective learning: definition of, 78-79; RLF
purpose of, 4-5; results of the, 6-7 programs, 32-34; results of the, 28, 311-32 (reflective learning framework) for, 78-88
Oregon Health & Science University (OHSU): Performance problems: aging and cognitive, Reflective learning framework (RLF): five
physician reentry program of, 90; study and 153-159; assessment of, 26-35; Script processes of, 79; initial version of the, 80e;
findings on reentry program of, 90-94 Concordance Tests (SCT) to assess, 161—165 lessons for practice from, 87; methods for
Oregon Medical Board, 90 PharmedOut Why Lunch Matters: description building the, 79; pilot study for validating,
Ottawa model of research use (OMRU), 66, of, 198; discussion of industry influence, 79-80; pilot version of the, 81e; potential
68-70 202-203; methods to study industry use of, 86; qualitative multiple-case study
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for validating, 80-886; refined codebook Team coordination and adaptation training Examination and Treatment) of, 146; medical
for, 85e: research questions to ask for (TCT), 213 education innovation in, 145; new CME
building, 78 Team self-correction training, 214 legislation in, 145—147; rapidly changing
Regulated Health Professions Act of 199] Team training: examples of relevant environment of health care in, 144—145
(RHPA) [Canada], 58 instructional strategies for, 2157; integrating Vygotsky’s social learning theory, 230, 22323
Remediation programs: aims and processes of, into CE (continuing education), 217 : lessons
34; discussion of findings on, 34-35; general for practice on, 218; methods for, 215--216; Western Alliance for Assessment of
features of, 32-34. See also Performance strategies for teaching, 213-2151 International Physicians (WAAIP) project
assessment TeamSTEPPS program, 211, 214 construct validity study of clinical
Research data: discussion of CME presentation Teamwork competencies: ABCs of, 211-213, competence by, 20—24; origins and objectives
of, 224-226; examining CME presentation 216; continuing education to address, of the, 20
of, 222-227; learners’ preferences about 208-209; generic versus specific, 211; “What? Me Write?” (Carpenter), 261
presentation of, 224fig: physician lessons for practice for developing, 218; Why Lunch Matters (PharmedOut presentation)
understanding of, Statistical measuring and assessing, 216-217; methods description of, 198; discussion of industry
Comprehension Questionnaire on and strategies for teaching, 213-216; influence, 202-203; methods to study
understanding of, 222, 226-227; taskwork versus teamwork, 210; team industry influence, 198-199; participant
understanding of relative and absolute terms processes of, 210; why continuing education comments about industry influence, 199-202:
of, is vital mechanism for, 209-210. See also results of industry influence, 199
Responsive evaluation, 74 Clinical competence World Health Organization: Collaborating
“Rethink, Rewrite, Revise: Mining the Gold” Theory of planned behavior (TPB), 172-177 Center at University of Pittsburgh, 260;
(Sheridan-Thomas), 261 otal mesorectal excision (TME): discussion of Global Learning Opportunities for Vaccine
Robert Wood Johnson Foundation, 95, 107, 193 findings on mentoring of, 54—55; lessons for Quality, 230
Royal College of Physicians and Surgeons of practice of, 55; methods used to examine Writing for Educators: Personal Essays and
Canada, 249 mentoring of, 52-54; surgical mentorship Practical Advice (Bromley), 2> 61-2662?
program to improve, 51
Script Concordance Test (SCT): description of, lranstheoretical Stages of Change model, 238 Zone of proximal development (ZPD), 2
162; discussion on results of, 163-164;
lessons for practice from study on, 165; Unilateral spatial neglect (USN), 168-170
methods used to evaluate effectiveness of, United Arab Emirates CME study: background Author Index
162-163; results on effectiveness of, 163 information on, 251-253; lessons for practice
Self-directed learning, 157 from the, 255; reliability statistics from the,
Self-regulated learning, 157 2541; research methodology used during, Alden, A., 261
Sentinel lymph node biopsy for breast cancer 253; respondents’ profile from the, 253r; Allen, M., 221-227
(SLNB): discussion of findings on mentoring responses according to educational level, Amend, R. W., 3-9
of, 54—55; lessons for practice of, 55; 2551; responses according to organization Artino, A. R., |
methods used to examine mentoring of, size, 2541; res ponses according to type of
52-54: surgical mentorship program to post held, 255 t; results and discussion of, Bacon, T., 106-112
improve, 51 254-255 Bagley, B., 187-195
Shared decision making (SMD): description of, United Arab Emirates (UAE): CME study in Baig, L., 19
45; student of CME fostering of, 45-49 the, 251-255; population of the, 252 Banfield, V..
Shared decision making (SMD) study: authors’ United Kingdom (UK): IMGs (international Barhem, B
contributions to, 48—49; discussion of medical graduates) recruited from, 37; Baron, R. B..,
findings, 47-48; lessons for practice from National Clinical Assessment Service Baron, R. J.,
the, 49; methods used during, 457—46r; (NCAS), 27, 28, 35; National Patient Safety Baum, K. D.
objective of the, 45; results of the, 46-47fig Agency of, 35; physician problem survey Beckman, T
Singapore, 145 participation by, 26-36: physician Bell, A. M.,
Situated cognition theory, 154fig—155 understanding of clinical trial data in, 221 Bell, M., 77
“Six Reasons to Write for Publication” United States: ACGME-accredited residency Berrow, D., 3
(Carpenter), 261 programs in the, 91; aging population of the, Bishara, R., 22
Social identity theory, 127 153; Michigan Improving Performance in Blais, J., 44
South Africa: IMGs (international medical Practice (IPIP) program in the, 95-105; Bower, E. A., 89-94
graduates) recruited from, 37; physician North Carolina IPIP (Improving Performance Brace, N. Ef = 237 244
problem survey participation by, 26-36 in Practice), 107-112; Pennsylvania Primary Breau, L., 126—131
SPSS (software), 133 Care Coalition in the, 114—124; physician Bricker, P. A., 114
Statistical Comprehension Questionnaire 999 performance problem Bromley, K., 261]
226-227 assessment/remediation in the, 26—36:; Bujas-Bobanovic, M., 77
Stroke rehabilitation, 168-170 physician reentry programs in the, 89-94
Structured Oral Interview (SOI), 162—165 University of Alberta, 39 Campbell, B., 65
Surgical e-learning programs: effectiveness of, University of Calgary, 39 Campbell, C., 77
257-258; preventing surgical infection University of California, San Francisco Carpenter, J. J., 261
through, 258-259 (UCSF), 145, 146 Cedfeldt, A. S., 89-94
Surgical mentorship programs: comparison of University of Medicine and Dentistry (New Charlin, B., 161-165
design, outcomes, and mediators of, 53r; Jersey), 77 Chiu, Y.-W., 132-138
conceptual framework for evaluating, 52r; University of North Carolina, 107 Choi, D., 89-94
LAP, SLNB, and TME, 50-55; required to University of Pittsburgh, 260 Christian, L. M., 206
improve skills, 51 University of Prince Edward Island, 70 Corrigan, M., 257-259
University of Wisconsin, 161 Cowman, S., 257-259
Tailored Design Method, 206 Utilization-focused evaluation, 74 Cressman, C., 139-142
Taiwan: evidence-based practice survey of Crim, A. D., 261—262
hospitals in, 132-138; physician/nursing Vietnam: allopathic healthwork force Crutcher, R., 19-24
work force demographics in, 133+ distribution in, 147; current preservice Curran, V., 74
TEAD (technology-enabled academic training capacity in, 145; description of
detailing), 140-141 medical school curricula in, 146; lessons for De Gara, C., 37-43
Team adaptation, 213 practice from, 147; LET (Law on Derrickson, J., 114-124
JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS—30(4), 2010 267
Volume 30 Index
Desaulniers, J., 77-_ Keefe, J., 37-43 Pluye, P., 78-88
DeWalt, D. A., 114-124, 187-195 King, H. B., 208-218 Price, D. W., 237-244
Dillman, D. A., 206 Kirby, F., 246-249
Dimitrov, B., 257-259 Kolb, D. A., 230, 235 Rahm, A. K., 237-244
Dobson, A., 106-112 Korinek, E. J., 180-186 Reeves, T., 229-235
Donahue, K. E., 106-112 Korner-Bitensky, N., 167-170 Ribble, J., 9
Duncan, A. M., 246-249 Kozak, C., 172-177 Rosen, M. A., 208-218
Durning, S. J., 153-159 Kuo, K. N., 132-138 Ruiz, J.,9
Elsinger, L. M., 149-150 Labrecque, M., 44-49 Salas, E., 208-218
English, C., 89-94 Lackie, K., 127 Sargeant, J., 77, 126-131
Esmaily, H. M., 11-17 Lafortune, V., 44-49 Scheirer, J. J., 114-124
Lajeunesse, J., 4449 Schuwirth, L., 153-159
Fidler, H., 37-43 Lambert-Perrault, A.-M Scialli, A. R., 197-203
Field, R., 36 Laprise, R., 77 Scoville, R., 187-195
Finucane, P. M., 26 Larson, R. S., 237-244 Shabah, A., 161-165
Fleming, M., 221-227 Leape, L. L., 27 Sheridan-Thomas, H. K., 261
Lefebvre, A., 106—112 Shershneva, M. B., 77, 149-150
Friedlander, A., 72—73
Fromson, J. A., 27 Légaré, F., 44-49 Shih, Y.-H., 132-138
Fugh-Berman, A. J., 197-203 Leung, K. H., 78-88 Shinkfield, A. J., 74
Li, L. C., 139-142 Shiva, S., 11-17
Lo, H.-L., 132-138 Shortt, S.E.D., 246-249
Gabbay, R. A., 114-124
Lockyer, J., 37-43 Silver, I., 11-17, 77
Gagliardi, A. R., 51-55
Lundstrom, N., 72-73 Simon, J. E., 187—195
Gagnon, R., 161-165
Luneau, M., 77 Sklar, B. M., 3-9
Gargani, A., 11-17
Smith, P. C., 251-255
Girard, D. E., 89-94
McFadden, P. M., 261—262 Smyth, J. D., 206
Gosselin, G., 77 McHugh, S. M., 257-259 Stufflebeam, D. L., 74
Goulet, F., 161-165
MacLeod, T., 221-227
Goulet, S., 77 MacVicar, R., 173 Tallerico, M., 261
Grace, E. S., 180-186
Make, B., 72-73 Thivierge, R., 77
Grad, R., 78-88
Maleki-Dizaji, N., 11-17 Tian, J., 77
Guillemette, J.-M., 246-249
Maltais, P., 77 Tierney, S., 257-259
Al-Maniri, A., 1 1—17 Tompkins, M., 57-64
Handfield-Jones, R., 221-227 Manrique, H., 44-49 Turnbull, J., 27
Harper, P. L., 149-150 Margolis, P. A., 187-195
Harris, J. M., 3-9 Mazmanian, P. E., 1-2, 207 Van der Velden, T., 144-147
Hawkins, R., 77 Menon, A., 167—170 Van der Vieuten, C., 153-159
Hays, R. B., 27 Miles, P., 187-195 Vandal, S., 77
Hill, A., 257-259
Miller, E. K., 237-244 Varkey, P., 151
Hill, T., 126-131
Murray, S., 151] Vesper, J., 229-235
Ho, K., 139-142
Violato, C., 19-24
Hojat, M., 205 Newton, W. P., 106-112 Vygotsky, L. S., 230, 233
Holmboe, E., 153-159 Ngo Van, H., 144-147
Horowitz, S., 187-195 Nguyen, A., 139-142 Wagner, J., 172-177
Horsley, T., 77
Nguyen Va Quoc, H., 144-147 Wahlstrom, R., 11-17
Hsu, C.-C., 132-138
Nguyen Van, H., 144-147 Weaver, S. J., 208-218
Hsu, P., 9
Norman, C. D., 139-142 Weitzel, L. B., 180-186
Humphrey, C., 26-36
Novalis-Marine, C., 3-9 Weng, Y.-H., 132-138
Humphreys, H., 257-259
Wentz, D. K., 180-186
Olatunbosun, T., 139-142 Weston, C., 78-88
Jacques, A., 161-165 Olson, C. A., 77, 149-150, 207 Weitzel, A. P., 206
Jarvis-Selinger, S., 139-142 Osborn, C. Y., 172-177 Wilhelmson, S., 77
Jobanputra, R., 36 Overton, G. K., 173 Williams, B., 77
Julien, P., 77 Williams, B. W., 26
Paquette, D., 77 Wright, F. C., 51-55
Kahn, N., 187-195 Paquette-Frenette, D., 57-64
Kane, G., 77 Perelman, R., 187-195 Younies, H., 251-255
Kartoglu, U., 229-235 Petzold, A., 167-170 Yunghans, S., 114-124
268 JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS—30(4), 2010