《继续教育杂志》是一份季刊，发表与健康科学继续教育的理论、实践和政策制定相关的文章。该杂志介绍了涉及专业人士终身学习的主题的原创研究和论文，重点是持续质量改进、能力评估和知识转化。它为开发、实施和评估继续教育计划的人提供周到的建议。

The Journal of Continuing Education in the Health Professions is a quarterly publication that focuses on continuing education in the health sciences. It publishes articles related to the theory, practice, and policy of continuing education, covering topics pertinent to lifelong learning for professionals, with an emphasis on continuous quality improvement, competency assessment, and knowledge translation. The journal offers valuable insights for professionals involved in the development, implementation, and evaluation of continuing education programs.

《继续教育杂志（Journal of Continuing Education in the Health Professions）》是一份季刊，专注于健康科学领域的继续教育。该杂志发表与继续教育的理论、实践和政策相关的文章，涵盖专业人士终身学习的主题，重点关注持续质量改进、能力评估和知识转化。它为开发、实施和评估继续教育项目的专业人士提供了有价值的建议。

Journal of Continuing Education in the Health Professions

Tavares, Walter PhD; Sockalingam, Sanjeev MD; Soklaridis, Sophie PhD; Cervero, Ronald PhD Author Information

Walter Tavares

Sanjeev Sockalingam

Sophie Soklaridis

Ronald Cervero

Conceptual Advances in Continuing Professional Development in the Health Professions

卫生专业人员继续职业发展的概念进展

Outcome-based evaluations still dominate in continuing professional development (CPD) despite the availability of evaluation approaches that address program processes and contexts. Our continued reliance on outcomes-based evaluation fails to respect the importance of complexity and the human element of program planning and implementation. Therefore, it is time that the field of CPD embrace complementary approaches to program evaluation that consider the complexity and maturity of programs and their contexts, while providing credible and relevant information to inform strategic decisions regarding the future of a program. Principles-focused evaluation provides a complement to traditional evaluation approaches through the articulation of a program's values that can be actioned. These "actionable values," known as principles, become the focus of the evaluation for the purposes of program decision-making. This paper describes how one CPD program, designed as a response to growing opioid-related harms, adopted a principles-focused evaluation to inform ongoing iteration of the program. The process used to design the principles, how the principles are informing the transportability of the program, and implications for CPD evaluation are discussed.

Kathryn Parker

Abhimanyu Sud

Principles-Focused Evaluation: A Promising Practice in the Evaluation of Continuing Professional Development

聚焦原则的评估：继续专业发展评估中的一种有前景的实践

Abstract Continuing professional development aims to provide health professionals with the knowledge, skills, and competencies needed to improve care. Physicians and other clinicians increasingly practice within complex health care delivery organizations aiming to improve the care of populations of patients with multiple problems and differing needs. These organizations are composed of local units in different departments and venues; these teams and the patients they care for change over time. Improving outcomes within constantly changing complex organizations delivering population care takes time and persistence. It takes time to equip critical masses of clinicians and other personnel with knowledge and skills to effect change. Although some changes might be simple, those involving new workflows require implementation support. Not all change will be smooth; individuals need opportunities to learn from and adjust their early intervention efforts, measure effectiveness of change, and sustain successful practices. Longitudinal support is necessary to affect change over complex organizations. This essay proposes that to be more supportive and valuable to health care delivery organizations, continuing professional development needs to intentionally participate in longitudinal, collaborative, context-specific, team-based interventions. An expanded menu of evaluation approaches will better describe the role of continuing professional development in helping health care professionals and organizations address increasingly complex health care delivery problems and improve patient and population outcomes. Selected concepts to achieve these ends are introduced at a high level in this article. Readers are invited to explore concepts that resonate with their current situation in further detail.

David W. Price

To Effectively Address Complex Healthcare Problems, Continuing Professional Development Must Evolve

有效应对复杂的医疗问题，继续职业发展必须不断进化

Introduction: For continuing professional development (CPD) to reach its potential to improve outcomes requires an understanding of the role of context and the influencing conditions that enable interventions to succeed. We argue that the heuristic use of frameworks to design and implement interventions tends to conceptualize context as defined lists of barriers, which may obscure consideration of how different contextual factors interact with and intersect with each other. Methods: We suggest a framework approach that would benefit from postmodernist theory that explores how ideologies, meanings, and social structures in health care settings shape social practices. As an illustrative example, we conducted a Foucauldian discourse analysis of diabetes care to make visible how the social, historical, and political conditions in which clinicians experience, practice, and shape possibilities for behavior change. Results: The discursive construction of continuing education as a knowledge translation mechanism assumes and is contingent on family physicians to implement guidelines. However, they enact other discursively constituted roles that may run in opposition. This paradoxical position creates a tension that must be navigated by family physicians, who may perceive it possible to provide good care without necessarily implementing guidelines. Discussion: We suggest marrying “framework” thinking with postmodernist theory that explores how ideologies, meanings, and social structures shape practice behavior change. Such a proposed reconceptualization of context in the design of continuing professional development interventions could provide a more robust and nuanced understanding of how the dynamic relationships and interactions between clinicians, patients, and their work environments shape educational effectiveness.

René Wong

Simon Kitto

Rethinking Context in Continuing Professional Development: From Identifying Barriers to Understanding Social Dynamics

重新思考继续职业发展中的情境：从识别障碍到理解社会动态

Abstract: This Foundations paper introduces the “Working as Learning Framework (WALF)” to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from economics, sociology of work, and sociocultural theories of learning. The Framework provides conceptual tools to analyze interconnections between workplaces, the organization of work tasks, and learning. Through these interconnections, the Framework introduces the concepts of “expansive learning environments” and “restrictive learning environments.” This paper provides an overview of the WALF before discussing possible implications for continuing professional development educators and researchers. Ultimately, this Foundations paper invites readers to engage with the rich scholarship on workplace learning informed by sociocultural concepts of learning and complemented by research on work and workplaces.

Paula Rowland

Opening Up the Continuing Professional Development Imagination: Bringing the Clinical Workplace Into View

开拓继续职业发展的想象力：将临床工作场所纳入视野

Advances in genomics are transforming clinical practice, but there are too few genetics professionals to meet increasing demand. Moreover, many nongeneticist clinicians feel unprepared to incorporate genetics into practice. This study assessed clinicians' unmet genomics educational needs at a single academic institution.

Karla J. Lindquist

Matthew J. Ryan

Maren T. Scheuner

Bani Tamraz

Elena Flowers

Julie Harris-Wai

Sawona Biswas

Katherine Hyland

Addressing Cross-Specialty Clinical Genetics Education Needs

解决跨专业临床遗传学教育需求

Introduction: Human trafficking, a global health crisis, requires interprofessional responses. Skilled teachers are needed to train health care providers about human trafficking. Methods: To promote nonhierarchical interprofessional collaborative learning, we applied social cognitive and experiential learning theories within a dialectical constructivist program design to scaffold participants' knowledge and leveraged technology to build and sustain the program's community. WhatsApp and Flipgrid connected participants and faculty prior to the program. Participants' reflections on experiences were used to inform confidential and respectful information sharing. Live case presentations were interwoven with prerecorded didactics, Zoom break-out case analyses, and Q&amp;A sessions with trafficking survivors. Participants used learning theories to cocreate and teach about labor and sex trafficking, disclosure, and the law. A reciprocal teaching activity facilitated participants' integration of new knowledge with authentic work responsibilities. Constructive peer feedback on the content, clarity, and engagement of their teaching reinforced participants' self-efficacy in expanding their education work in their home organizations. Results: As of 2021, 156 physicians, nurses, social workers, advanced practice providers, psychologists, and public health workers, from the United States, United Kingdom, Canada, and Trinidad/Tobago, have graduated from the program. Three-month postprogram surveys indicated lasting knowledge and skills changes in use of the Stop, Observe, Ask, Refer framework, teaching with adult learning principles, and creating organizational trafficking protocols. Conclusion: The strategic application of learning theory and technology has enabled us to foster a nonhierarchical community of interprofessional learners, cultivating a dynamic network of educators who continue to make international impacts on people with an experience of human trafficking.

Susan E. Farrell

Rahel Bosson

Hanni M. Stoklosa

Using Theory and Technology to Build an Interprofessional Community of Human Trafficking Educators

运用理论与技术构建人口贩卖教育者的跨专业社区

Introduction: This study evaluated the impact of Financial and Insurance Navigation Assistance-Training – a pilot interprofessional training program to facilitate cost of care (CoC) conversations and address health-harming social determinants of health in a pediatric hematology–oncology clinic. Methods: A pre–post study design was used to evaluate the impact of Financial and Insurance Navigation Assistance-Training on an interprofessional health care team's (clinicians, social workers, financial navigator, and legal advocates) knowledge, attitudes, and behaviors related to CoC conversations and screening, referring, and collaborating with interprofessional team members. Data were collected via surveys administered at baseline/pretraining, immediate post-training, and 12-month post-training. Results: Most health care team members (n= 21) reported improvement in their knowledge of available financial (66.7%) and legal resources (86.7%) and ability to address social needs (93.3%), financial needs (93.3%), and facilitate CoC conversations with patients and caregivers (66.7%). Discussion: Improvements in attitudes and behaviors toward engaging in CoC conversations, screenings, and referrals were relatively improved as a result of the training. However, there was a lower positive rate for actual behaviors around routine screening and initiating discussions on out-of-pocket costs, suggesting a need to address barriers. Study findings highlight the importance of interprofessional education in helping health care teams address social determinants of health through effective CoC conversations.

Jean Edward

Kimberly D Northrip

Mary Kay Rayens

Julia Costich

Andrea Welker

Rachel O'Farrell

John D'Orazio

Implementing and Evaluating a Pilot Interprofessional Training Program to Engage Health Care Teams in Cost of Care Conversations

实施并评估一项试点跨专业培训计划，以促进医疗团队参与医疗费用对话

Introduction: Demand for genetic testing has expanded exome sequencing (ES) utilization into subspecialty clinics without genetics providers. This trend forces non-genetics physicians (NGPs) to facilitate patient consent for genetic testing. However, research on NGPs' knowledge of consent elements (CK) required for ES has not been explored. Methods: Columbia University NGPs were invited to take a survey (premodule survey [PrS]) assessing CK for ES. Educational modules on ES were then created and sent to NGP participants. A postmodule survey (PoS) was sent to NGPs a month later to assess the change in CK scores. Alpha was set at ≤0.05. Results: Nineteen participants completed the PrS and PoS. Overall PrS CK scores were low (mean = 8, SD 1.6). There was no difference in PrS CK scores between attendings and residents/fellows ( P = .2), and PrS CK scores did not correlate with time since medical school graduation ( P = .9). PoS CK scores were higher than PrS CK scores ( P = .03). Most NGPs (74%) were satisfied with the module. Conclusions: Our findings suggest a need for continuing education of both new and experienced NGPs on best practices for consenting for ES. An online module with information tailored to different specialties could be an effective format for delivering this education.

Amanda K. Chan

Kelsie Bogyo

Alexa R. Geltzeiler

Yuan Zhang

Priyanka Ahimaz

Piloting an Educational Module on Consenting for Exome Sequencing Among Non-Genetics Physicians at a Medical Institution

在一所医疗机构中，非遗传学医师进行外显子测序知情同意教育模块的试点研究

Introduction: Peer mentoring programs can be a valuable support mechanism for new faculty transitioning from clinical practice to academia. Mentors play a crucial role in this process. This study described mentors' perceived competence in 21 areas of the mentor role and their experiences as mentors following the first year of a structured peer mentoring program. Methods: This study employed a mixed-methods approach, using the Mentoring Competency Assessment-21 alongside open-ended questions. These instruments were electronically administered to a convenience sample consisting of eight mentors with varying experience ranging from 2 to 16 years in the nursing program at a mid-sized university, following an intentional first-year peer mentoring program. Results: The highest-performing items were “Establishing a relationship based on trust” (M 6.50, SD 0.53), “Considering how personal and professional differences may impact expectations” (M 6.25, 0.83), and “Acknowledging your mentee's professional contributions” (M 6.13, SD 0.99). The lowest scores were focused on estimating scientific knowledge and scholarly productivity. Responses to the Mentoring Competency Assessment-21 indicated that mentors felt at least moderately competent in the various aspects of the faculty mentor role. Mentors valued the professional development and supporting materials provided by the development team. An identified area for improvement was the support provided to assist the mentees' scholarly development. Discussion: This study underscores the importance of supportive materials, such as handbooks and regular communication, in fostering mentor competence and facilitating successful nursing faculty peer mentoring programs. Future research implications include assessment of mentor competence by mentees and long-term follow-up of program outcomes.

Abbreviation	J Contin Educ Health Prof
Journal Impact	1.62
Quartiles(Global)	HEALTH CARE SCIENCES & SERVICES(Q3)

ISSN	0894-1912, 1554-558X
h-index	64

Publication Information	Publisher: Lippincott Williams and Wilkins，Publishing cycle: Quarterly，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1988，Proportion of original research papers: 92.54%，Self Citation Rate:18.80%， Gold OA Rate: 12.20%
Average review cycle	网友分享经验：>12周，或约稿
Average recruitment ratio	网友分享经验：容易

Journal of Continuing Education in the Health Professions

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