Improving Genetics Education in Graduate and Continuing Health Professional Education Workshop Summary (2015) / Chapter Skim
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5 Continuing Medical Education
5 Continuing Medical Education
Pages 45-56
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From page 45... ...
• Innovative methods in continuing medical education, such as simulations for workplace learning, massive online open clas ses, and Web-based learning portfolios, can help produce the changes that are needed as the effects of genetics on clinical practice continue to grow. • Partnerships among professional societies can guide the devel opment of educational initiatives and improve genetic literacy.
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From page 46... ...
Physicians and health professionals use these credits to maintain licensure, specialty board certification, credentialing, membership in professional societies, and other professional privileges, with the requirements for earning a particular credit being determined by the organization responsible for certifying that credit. As continuing medical education is currently set up, a curriculum is designed to lead teacher and learner to reach toward desired objectives.
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From page 47... ...
And be cause much of it in our field is new, there's not much clinical application yet. For that reason, the whole issue of just-in time isn't relevant for us now because we don't have imme diate clinical applications yet." • "From a general sense, we make more use of point-of-care tools.
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From page 48... ...
. Given the complexity of genome biology, however, we believe clini cians must also have a solid base of knowledge about ge nomics in order to effectively understand and utilize the just in-time material." • "While there may be some instances where offering continu ing medical education credit for informatics-based courses would have direct impact on patient care, there are probably many more opportunities to offer continuing medical educa tion credit for courses that provide general knowledge about genomics or specialized (gene- or phenotype-specific)
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From page 49... ...
Within these themes, AAFP includes genetic and genomic content such as family history taking, red flags, cultural competency, evidence-based medicine, health information technology, and specific content related to certain cancers, cardiovascular disease, congenital hearing loss, developmental delays, and ethical, legal, and social issues. Finally, Karty said, not all practitioners need to know the same thing, despite continuing medical education requirements that force all clinicians to learn about subjects that they may or may not use.
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From page 50... ...
Most learners are committed to excellence and to lifelong learning, but they do not necessarily know what they do not know. Kopelow also noted that accreditation requires that continuing medical education providers involve undergraduate medical students and graduate medical students in the planning, delivery, and evaluation of continuing medical education.
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From page 51... ...
"Those are the people that we need to plan for." DEVELOPING COMPETENCIES THROUGH CONTINUING MEDICAL EDUCATION There is a distinction between continuing education and continuing professional development, said Constance Goldgar, associate director of the University of Utah Physician Assistant Program. The former refers to educational activities that serve to maintain, develop, or increase knowledge, skills, and professional performance, while the latter is a
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From page 52... ...
Identifying the driving forces can reveal uncertainties or polarizing forces that lie ahead, Goldgar said. Using innovative methods in continuing professional development can help bring about the changes that are needed as genetics increases its impact on clinical practice.
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From page 53... ...
"We have to use our opportunities wisely," he said. "In that effort, we have to engage the people who are doing this work and work with them as we develop continuing medical education opportunities, not just talk to people like me who are genetics professionals." Launched in 2013, the purpose of ISCC is to facilitate interactions among medical professional societies and the institutes and centers of the National Institutes of Health in order to exchange practices and resources related to genomics education and clinical care.
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From page 54... ...
A major effort within ISCC is to determine the extent to which specialty boards have integrated genomics into their examinations and to engage directly with those boards that may not be doing so at this time, Murray said. The group also acts to link specialty boards with relevant professional societies that are already implementing genomics education or are looking to do so.
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From page 55... ...
. begin to know what we don't know, to realize where the holes are and where the good educational products are." Finally, Murray briefly described ongoing work at Geisinger using whole-exome sequences on 100,000 patients in the organization's biobank.
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