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相似文献

1
Quality issues in continuing medical education.继续医学教育中的质量问题。
BMJ. 1998 Feb 21;316(7131):621-4. doi: 10.1136/bmj.316.7131.621.
2
[How to improve continuing education and quality improvement in general practice?].[如何提高全科医疗中的继续教育与质量改进？]
Tidsskr Nor Laegeforen. 2005 Mar 3;125(5):601-2.
3
Continuing medical education: retooling and renaissance.继续医学教育：重新调整与复兴。
Lancet. 1986 May 31;1(8492):1261-2. doi: 10.1016/s0140-6736(86)91396-6.
4
Is continuing medical education a drug-promotion tool?: NO.继续医学教育是一种药品促销工具吗？：不是。
Can Fam Physician. 2007 Oct;53(10):1650-2, 1654-6.
5
CME for credit.继续医学教育以获取学分。
J Tenn Med Assoc. 1990 Jan;83(1):34-5.
6
[System of accreditation in primary care (SaAP) (III): challenges in going training].[基层医疗认证体系（SaAP）（III）：继续培训中的挑战]
Aten Primaria. 2002 Dec;30(10):638-42. doi: 10.1016/s0212-6567(02)79126-9.
7
[Should we make a bid for SATS? Evaluation of a new educational project in family practice].[我们应该参与英国私立学校入学考试（SATS）的投标吗？一项家庭医学新教育项目的评估]
Tidsskr Nor Laegeforen. 1999 Aug 20;119(19):2869-72.
8
Combining our skills to strengthen our future: family physicians with special-interest and focused practices.整合我们的技能，共创美好未来：专注于特定领域的家庭医生。
Can Fam Physician. 2008 Aug;54(8):1200, 1199.
9
[System of primary care accreditation (SaAP) (I): challenges of ongoing training].
Aten Primaria. 2002 Sep 15;30(4):236-42. doi: 10.1016/S0212-6567(02)79015-X.
10
[General practice education--what can we learn from the Netherlands?].[全科医学教育——我们能从荷兰学到什么？]
Tidsskr Nor Laegeforen. 2005 Apr 21;125(8):1040-1.

引用本文的文献

1
Barriers for continuous medical education: a cross-sectional questionnaire study among Danish GPs.继续医学教育的障碍：一项针对丹麦全科医生的横断面问卷调查研究
BJGP Open. 2024 Oct 29;8(3). doi: 10.3399/BJGPO.2023.0228. Print 2024 Oct.
2
"We don't need no education" - a qualitative study of barriers to continuous medical education among Danish general practitioners.“我们不需要教育”——丹麦全科医生继续教育障碍的定性研究。
BMC Med Educ. 2023 Jun 19;23(1):450. doi: 10.1186/s12909-023-04432-9.
3
Training needs and curriculum of continuing medical education among general practitioners in Tibet, China: A cross-sectional survey.中国西藏地区全科医生继续医学教育的培训需求和课程设置：一项横断面调查。
Front Public Health. 2022 Oct 11;10:914847. doi: 10.3389/fpubh.2022.914847. eCollection 2022.
4
A New Vision of Teaching Clinical Pharmacology and Therapeutics for Undergraduate Medical Students.本科医学生临床药理学与治疗学教学的新视角
Adv Med Educ Pract. 2022 May 27;13:567-575. doi: 10.2147/AMEP.S359704. eCollection 2022.
5
Strategies to implement SARS-CoV-2 point-of-care testing into primary care settings: a qualitative secondary analysis guided by the Behaviour Change Wheel.将严重急性呼吸综合征冠状病毒2即时检测应用于基层医疗环境的策略：一项由行为改变轮指导的定性二次分析
Implement Sci Commun. 2021 Dec 18;2(1):139. doi: 10.1186/s43058-021-00242-6.
6
Evaluation of the Spring Seedling Project-Zhaotong Program: A study of a novel continuing medical education program for rural doctors in China.评价春苗项目——昭通计划：一项针对中国农村医生新型继续医学教育项目的研究。
Aust J Rural Health. 2020 Oct;28(5):434-442. doi: 10.1111/ajr.12659. Epub 2020 Sep 27.
7
What are the current 'top five' perceived educational needs of Irish general practitioners?爱尔兰全科医生目前认为的“前五大”教育需求是什么？
Ir J Med Sci. 2020 Feb;189(1):381-388. doi: 10.1007/s11845-019-02047-y. Epub 2019 Jun 12.
8
Window to the Unknown: Using Storytelling to Identify Learning Needs for the Intrinsic Competencies Within an Online Needs Assessment.通往未知的窗口：在在线需求评估中运用故事讲述法来确定内在能力的学习需求。
AEM Educ Train. 2019 Jan 6;3(2):179-187. doi: 10.1002/aet2.10315. eCollection 2019 Apr.
9
A new comprehensive model for Continuous Professional Development.一个全新的持续专业发展综合模型。
Eur J Gen Pract. 2017 Dec;23(1):20-26. doi: 10.1080/13814788.2016.1256998. Epub 2016 Dec 20.
10
The learning organisation and health care education.学习型组织与医疗保健教育
Sultan Qaboos Univ Med J. 2007 Dec;7(3):207-14.

本文引用的文献

1
Maintaining standards in British and Canadian medicine: the developing role of the regulatory body.维持英国和加拿大的医学标准：监管机构不断演变的作用。
BMJ. 1998 Feb 28;316(7132):697-700. doi: 10.1136/bmj.316.7132.697.
2
Recertification and the maintenance of competence.再认证与能力维持
BMJ. 1998 Feb 14;316(7130):545-8. doi: 10.1136/bmj.316.7130.545.
3
Continuing medical education: the question of evaluation.继续医学教育：评估问题
Med Educ. 1997 Jan;31(1):67-71. doi: 10.1111/j.1365-2923.1997.tb00046.x.
4
Portfolio-based learning: continuing medical education for general practitioners--a mid-point evaluation.基于档案袋的学习：全科医生的继续医学教育——中期评估
Med Educ. 1997 Jan;31(1):22-6. doi: 10.1111/j.1365-2923.1997.tb00038.x.
5
[Laboratory operations in general practice--where do we stand, concerning quality assurance projects?].[全科医疗中的实验室操作——就质量保证项目而言，我们处于什么状况？]
Tidsskr Nor Laegeforen. 1996 Jan 10;116(1):63-6.
6
How doctors learn: the role of clinical problems across the medical school-to-practice continuum.医生如何学习：临床问题在从医学院到临床实践连续过程中的作用。
Acad Med. 1996 Jan;71(1):28-34. doi: 10.1097/00001888-199601000-00014.
7
Competency assessment of primary care physicians as part of a peer review program.作为同行评审项目一部分的基层医疗医生能力评估。
JAMA. 1993 Sep 1;270(9):1046-51.
8
Portfolio-based learning in general practice. Report of a working group on higher professional education.全科医学中的基于档案袋的学习。高等职业教育工作组报告。
Occas Pap R Coll Gen Pract. 1993 Dec(63):1-22.
9
Physician incompetence: specific problems and predictors.医生的不称职：具体问题及预测因素。
Acad Med. 1994 Oct;69(10 Suppl):S16-8. doi: 10.1097/00001888-199410000-00028.
10
A method of self-directed learning in continuing medical education with implications for recertification.一种继续医学教育中的自我导向学习方法及其对再认证的启示。
Ann Intern Med. 1987 Dec;107(6):909-13. doi: 10.7326/0003-4819-107-6-909.

Quality issues in continuing medical education.

作者信息

Holm H A

机构信息

Norwegian Medical Association, Oslo, Norway.

出版信息

BMJ. 1998 Feb 21;316(7131):621-4. doi: 10.1136/bmj.316.7131.621.

DOI:10.1136/bmj.316.7131.621
PMID:9518922
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1112642/
Abstract
摘要