在 COVID-19 大流行期间转变持续专业发展：适应和创新的叙述性范围综述。

Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations.

机构信息

Dr. Soklaridis: Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and The Wilson Centre, University Health Network/University of Toronto, Toronto, Ontario, Canada. Ms. Chowdhury: PhD (cand.), Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. Turco: Associate Professor of Medicine, Department of Medicine, Dartmouth-Hitchcock Medical Centre/Geisel School of Medicine at Dartmouth, Lebanon, NH. Dr. Tremblay: Senior Research and Innovation Advisor, Fédération des médecins spécialistes du Québec, Montréal, Québec, Canada. Dr. Mazmanian: Professor Emeritus, Department of Preventive Medicine and Community Health, Virginia Commonwealth University, Richmond, VA. Dr. Williams: Clinical Program Director, Professional Renewal Centre, Lawrence, KS, and Department of Psychiatry, School of Medicine, University of Kansas, Kansas City, KS. Ms. Besa: Information Specialist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. Sockalingam: Vice-President Education, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and The Wilson Centre, University Health Network/University of Toronto, Toronto, Ontario, Canada.

出版信息

J Contin Educ Health Prof. 2024 Oct 1;44(4):e22-e35. doi: 10.1097/CEH.0000000000000539. Epub 2024 Jan 11.

DOI:10.1097/CEH.0000000000000539

PMID:38205969

Abstract

INTRODUCTION

Most formal continuing professional development (CPD) opportunities were offered in person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings. The authors explored the adaptations and innovations in CPD that were strengthened or newly created during the first 16 months of the pandemic.

METHODS

The objectives of the narrative review were to answer the following questions: (1) what types of adaptations to CPD innovations are described? and (2) what may shape future innovations in CPD? The following databases were searched: Medline, Embase, CINAHL, and ERIC to identify the literature published between March 2020 to July 2021. The authors conducted a comprehensive search by including all study types that described adaptations and/or innovations in CPD during the stated pandemic period.

RESULTS

Of the 8295 citations retrieved from databases, 191 satisfied the inclusion criteria. The authors found three categories to describe adaptations to CPD innovations: (1) creation of new online resources, (2) increased use of the existing online platforms/software to deliver CPD, and (3) use of simulation for teaching and learning. Reported advantages and disadvantages associated with these adaptations included logistical, interactional, and capacity building elements. The review identified five potential future CPD innovations: (1) empirical research on the effectiveness of virtual learning; (2) novel roles and ways of thinking; (3) learning from other disciplines beyond medicine; (4) formation of a global perspective; and (5) emerging wellness initiatives.

DISCUSSION

This review provided an overview of the adaptations and innovations that may shape the future of CPD beyond the pandemic.

摘要

简介

大多数正式的持续专业发展（CPD）机会都是在 2020 年 3 月之前以面对面的方式提供的，当时 COVID-19 大流行打乱了 CPD 机会的传统结构。作者探讨了在大流行的头 16 个月中加强或新创建的 CPD 适应和创新。

方法

该叙述性综述的目的是回答以下问题：（1）描述了哪些类型的 CPD 创新适应？以及（2）什么可能塑造未来的 CPD 创新？作者检索了以下数据库：Medline、Embase、CINAHL 和 ERIC，以确定在 2020 年 3 月至 2021 年 7 月期间发表的文献。作者通过包括描述大流行期间 CPD 适应和/或创新的所有研究类型，进行了全面的搜索。

结果

从数据库中检索到的 8295 条引文，有 191 条符合纳入标准。作者发现了三个类别来描述 CPD 创新的适应：（1）创建新的在线资源，（2）增加使用现有的在线平台/软件来提供 CPD，以及（3）使用模拟进行教学和学习。与这些适应相关的报告的优点和缺点包括后勤、互动和能力建设要素。该综述确定了未来可能的五项 CPD 创新：（1）虚拟学习效果的实证研究；（2）新颖的角色和思维方式；（3）从医学以外的其他学科中学习；（4）形成全球视角；以及（5）新兴的健康倡议。