312
Views
0
CrossRef citations to date
0
Altmetric
PERSPECTIVES

Medical Education in the Context of the Eastern Mediterranean Region: Professional Development Activity of Health Professionals

ORCID Icon & ORCID Icon
Pages 463-471 | Received 08 Nov 2022, Accepted 20 Apr 2023, Published online: 04 May 2023

References

  • Association for Medical Education in the Eastern Mediterranean Region (AMEEMR). Available from: https://uia.org/s/or/en/1100060168. Accessed September 25, 2022.
  • Finn GM, Brown MEL, Laughey W, Dueñas A. Pandemicpedagogy: using Twitter for knowledge exchange. Med Educ. 2020;5:1190–1191. doi:10.1111/medu.14242
  • Harden RM. A new vision for distance learning and continuing medical education. J Contin Educ Health Prof. 2005;25:43–51. doi:10.1002/chp.8
  • Uzzaman MN, Jackson T, Uddin A, et al. Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh. BMC Fam Pract. 2020;21:203. doi:10.1186/s12875-020-01270-2
  • Poplawski A, Binder H. Feasibility of sample size calculation for RNA-seq studies. Brief Bioinform. 2018;19(4):713–720. doi:10.1093/bib/bbw144
  • Kay D, Pasarica M. Using technology to increase student (and faculty satisfaction with) engagement in medical education. Adv Physiol Educ. 2019;43:408–413. doi:10.1152/advan.00033.2019
  • Rural Wisconsin Health Cooperative. RWHC preceptors training program. Available from: http://www.rwhc.com/Services/EducationalServices/PreceptorTrainingProgram.aspx. Accessed August 18, 2022.
  • Lee YW, Lin HL, Tseng HL, Tsai YM, Lee-Hsieh J. Using training needs assessment to develop a nurse preceptor–centered training program. J Contin Educ Nurs. 2017;48(5):220–229. doi:10.3928/00220124-20170418-07
  • Mukhalalati B, Awaisu A, Elshami S, et al. Assessment of educational needs and design of a preceptor development program for health professional education programs in Qatar. J Contin Educ Health Prof. 2022;42(1):e32–e43. doi:10.1097/CEH.0000000000000353
  • Thomas TS. Online vs face-to-face: educator opinions on professional development delivery methods; 2010. Available from: http://acumen.lib.ua.edu/u0015/0000001/0000289/u0015_0000001_0000289.pdf. Accessed August 18, 2022.
  • Pullen DL. Online continuing professional education: an evaluative case study. J Adult Contin Edu. 2005;11(2):129–141. doi:10.7227/JACE.11.2.2
  • List A. Defining digital literacy development: an examination of pre-service teachers’ beliefs. Comput Educ. 2019;138:146–158. doi:10.1016/j.compedu.2019.03.009
  • Postgraduate Medical Council of Victoria. Teaching on the run. Available from: https://www.pmcv.com.au/education/teaching-on-The-run. Accessed August 18, 2022.
  • OECD. TALIS 2018 Results: Teachers and School Leaders as Lifelong Learners. Paris, France: OECD; 2019.
  • Sujon H, Uzzaman N, Banu S, et al. Professional development of health researchers during the COVID-19 Pandemic: challenges and prospects of synchronous online learning. J Contin Educ Health Prof. 2022;42(1):e32–e43. doi:10.1097/CEH.0000000000000407
  • Cervero RM, Gaines JK. The impact of CME on physician performance and patient health outcomes: an updated synthesis of systematic reviews. J Contin Educ Health Prof. 2015;35(2):131–138. doi:10.1002/chp.21290
  • Atkins L, Francis J, Islam R, et al. A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implement Sci. 2017;12(1):77. doi:10.1186/s13012-017-0605-9