[Certified continuing education curriculum of the German Society for Urology (WECU)]. / Zertifiziertes Weiterbildungscurriculum der Deutschen Gesellschaft für Urologie (WECU).

The education curriculum in urology is aimed at better integration of inpatient and outpatient medicine and high-quality specialist training in order to recruit well-trained young people for urology in the future. For this purpose, in a modular system, rotations of 6-12 months in outpatient offices as well as optionally in other disciplines or in other clinics with different priorities are planned. The training period includes 5 modular seminars and a webinar series including examinations, in which the entire learning content required in the specialty training regulations is presented in interactive lectures. Clinics and outpatient offices certified to participate in the curriculum undergo regular evaluation, which leads to continuous improvement of training centers.

A EPS e a humanização no enfrentamento à covid-19 "produzindo redes e territórios vivos": Planejamento, Monitoramento e Avaliação ­ PMA / EPS and humanization in the fight against covid-19 "producing networks and living territories": Planning, Monitoring and Evaluation - PMA

A organização do Coletivo da Educação Profissional em Saúde - EPS/Humanização no contexto da pandemia. Trata dos caminhos e pistas metodológicas para a estruturação do Planejamento, Monitoramento e Avaliação. Apresenta as memórias e instrumentos como dispositivo de PMA.

The organization of the Collective of Professional Education in Health - EPS / Humanization in the context of the pandemic. It deals with the methodological paths and clues for structuring Planning, Monitoring and Evaluation. It presents memories and instruments as a PMA device.

O pediatra e a Educação Permanente em saúde no Núcleo Ampliado de Saúde da Família e Atenção Básica (Nasf-AB) / The pediatrician and Permanent Health Education in the Amplified Family Health and Primary Care Nucleus (NASF-AB) / El pediatra y la Educación Permanente en Salud en el Núcleo Ampliado de Salud de la Familia y Atención Básica (NASF-AB)

Este estudo teve por objetivo conhecer como se dá a Educação Permanente de pediatras do Núcleo Ampliado de Saúde da Família (Nasf), conhecer sua base de conhecimentos, habilidades, valores, dificuldades e necessidades. Foi realizado estudo exploratório, descritivo qualitativo com informações coletadas em entrevista por escrito e grupo focal com nove dos onze pediatras atuantes. Foram construídas categorias e unidades de análise com base nos elementos essenciais para aprendizagem significativa no núcleo. Observaram-se aspectos educacionais, políticos, sociais e humanos de modo heterogêneo entre equipes de saúde, que levam à construção do autoconhecimento e da autonomia dos atores envolvidos, mas há limitações na compreensão do exercício da Educação Permanente pelos profissionais da saúde. Portanto, faz-se necessário o desenvolvimento de competências desses profissionais e gestores, instrumentalizando-os para a atividade diária de reconhecimento de necessidades, mobilização de saberes, aplicação com reflexão crítica, valores humanos e ética. (AU)

This study aimed to investigate the Permanent Education process of pediatricians belonging to the Amplified Family Health Nucleus and to survey their basis of knowledge, skills, values, difficulties and needs. A descriptive, qualitative and exploratory study analyzed information collected by means of a written interview and a focus group with nine of the eleven active pediatricians. Categories and units of analysis were constructed based on essential elements for significant learning in the nucleus. We found educational, political, social and human aspects that were heterogeneous between health teams. These lead to the construction of the self-knowledge and autonomy of the players involved, but there are limitations to the understanding of the exercise of permanent education by the health professionals. Therefore, it is necessary to develop competences in these professionals and managers, equipping them for the daily activity of recognizing needs, mobilizing knowledge, and applying it with critical reflection, human values and ethics. (AU)

El objetivo de este estudio fue conocer cómo se realiza la Educación Permanente de pediatras del Núcleo Ampliado de Salud de la Familia, conocer su base de conocimientos, habilidades, valores, dificultades y necesidades. Se realizó un estudio exploratorio, descriptivo, cualitativo con informaciones colectadas en entrevista por escrito y grupo focal con nueve de los once pediatras actuantes. Se construyeron categorías y unidades de análisis con base en los elementos esenciales para el aprendizaje significativo en el núcleo. Se observaron aspectos educativos, políticos, sociales y humanos de modo heterogéneo entre equipos de salud que llevan a la construcción del autoconocimiento y de la autonomía de los actores envueltos, pero hay limitaciones en la comprensión del ejercicio de la educación permanente por parte de los profesionales de la salud. Por lo tanto, resulta necesario el desarrollo de competencias en estos profesionales y gestores, instrumentalizándolos para la actividad diaria de reconocimiento de necesidades, movilización de saberes, aplicación con reflexión crítica, valores humanos y ética. (AU)

Behavior Change Techniques in Continuing Professional Development.

Continuing professional development (CPD) is a widely used and evolving set of complex interventions that seeks to update and improve the knowledge, skills, and performance of health care professionals to ultimately improve patient care and outcomes. While synthesized evidence shows CPD in general to be effective, effects vary, in part due to variation in CPD interventions and limited understanding of CPD mechanisms of action. We introduce two behavioral science tools-the Behavior Change Technique Taxonomy version 1 and the Theoretical Domains Framework-that can be used to characterize the content of CPD interventions and the determinants of behaviour potentially targeted by the interventions, respectively. We provide a worked example of the use of these tools in coding the educational content of 43 diabetes quality improvement trials containing clinician education as part of their multicomponent intervention. Fourteen (of a possible 93; 15%) behavior change techniques were identified in the clinician education content of the quality improvement trials, suggesting a focus of addressing the behavioral determinants beliefs about consequences, knowledge, skills, and social influences, of diabetes care providers' behavior. We believe that the Behavior Change Technique Taxonomy version 1 and Theoretical Domains Framework offer a novel lens to analyze the CPD content of existing evidence and inform the design and evaluation of future CPD interventions.

Journal Club Using Virtual Breakout Rooms: Interactive Continuing Education with No Learner Preparation During COVID-19.

INTRODUCTION: As a result of the COVID-19 pandemic, the authors rapidly transitioned an in-person, learner-led medical education journal club (MEJC) to the virtual environment. The "interactive, no-prep" approach, using breakout rooms within a videoconferencing system, required no prior learner preparation. METHODS: From March to May 2020, learners were invited to participate in a monthly 60-minute virtual MEJC. A needs assessment survey informed article selection. Facilitators developed a presentation to provide background and describe the article's research question(s). In breakout groups, learners generated study designs to answer the research question(s). After the actual study methodology and results were revealed, learners engaged in facilitated open discussion. After the session, learners completed an electronic survey to rate perceived usefulness and suggest improvement areas. RESULTS: A total of 15 learners participated; most completed the survey (13/15; 87%). The MEJC was rated as very or extremely useful. Qualitative feedback indicated that it was convenient, allowed creativity, and enabled rich discussion without prior preparation. When possible, improvement suggestions were implemented. DISCUSSION: The authors offer an evidence-based MEJC approach that is free, interactive with virtual breakout rooms and requires no prior learner preparation. Early indicators suggest that others navigating the COVID-19 crisis may want to implement this approach.

COVID 19 no Tocantins: perspectiva da educação permanente em saúde e da gestão do trabalho

Trata da Educação permanente em tempo de pandemia no Estado do Tocantins.

Quick Response Codes: An Innovative Approach to Just-in-Time Education.

BACKGROUND: Many nurses are digital natives who have grown up with advanced technology. Bedside competence is essential, and written policies and procedures guide our practice. Newer learning styles, time constraints, and available personnel may be barriers to historical approaches to information dissemination. METHODS: Quick Response code technology was incorporated to provide just-in-time resources that can be readily accessed at the point of care. RESULTS: Nurses have incorporated Quick Response codes in novel ways to provide quick resources in a dynamic environment. Examples include orientation documents, educational rollouts, infrequently used and high-risk equipment, and leadership updates. IMPLICATIONS: Bedside nurses in our institution have embraced this technology. Benefits include engagement, increased knowledge, and a sense of value among our nursing team.

Formação continuada: constituição e contribuições para a identidade docente / Continuing education: constitution and contributions for the faculty identity / Formación continuada: constitución y contribuciones para la identidad docente

A formação continuada, como um dos aspectos que têm como papel contribuir para o desenvolvimento profissional do docente, torna-se elemento de investigação quando se tem como propósito estudar a identidade profissional dos professores. Desse modo, este artigo trata de um recorte da pesquisa intitulada Interface entre processos de formação continuada e identidade profissional docente que objetivou verificar se a formação continuada, além de possibilitar o aperfeiçoamento inerente à atividade pedagógica, também viabiliza o aporte para o aprimoramento e reconfiguração da identidade docente. A fim de empreender o estudo, adotaram-se como referencial teórico-metodológico Dubar, Imbernón, André e Lüdke e Creswell. Refere-se a uma pesquisa de campo na perspectiva qualitativa e os dados foram coletados por meio de entrevistas, com a participação de dez (10) professores do ensino fundamental da rede municipal da cidade de São Paulo. Os resultados sugerem que alguns processos formativos contribuem para a reconfiguração identitária docente, por meio de elementos específicos, viabilizados nessas formações. Dessa forma, foi possível desvelar que, na estruturação dessas formações, estavam presentes: a coparticipação do docente por meio da interação e integração no momento da formação; a mobilização cognitiva por intermédio de ações durante o processo e sobre o tema em estudo e a associação teoria e prática viabilizada pela contextualização do tema na prática.

Continuing education, as one of the aspects that has the role of contributing to the professional development of the teacher, becomes an element of research when it is intended to study the professional identity of teachers. Thus, this article is about a cut of the research titled "Interface between continuing education and professional identity" that wanted to verify if continuing education, besides enabling the improvement inherent to the pedagogical activity, also makes possible the contribution to the improvement and reconfiguration of the teachers' identity. In order to undertake the study, we had Dubar, Imbernón, André and Lüdke and Creswell, as theoretical and methodological references. This report refers to a qualitative field research and the data was collected through interviews, with the participation of ten (10) elementary school teachers from the municipal schools of the city of São Paulo. The results suggest that some formative processes contribute to the reconfiguration of teacher's identity, through specific elements, made possible in these trainings. Thus, it was possible to reveal that, in the structuring of these educations, there were: the teacher's co-participation through interaction and integration at the time of training; cognitive mobilization through actions during the process and on the subject under study; and the association between theory and practice made possible by the contextualization of the theme in practice.

La formación continuada, como uno de los aspectos que tiene como función contribuir para el desarrollo profesional del docente, se transforma en elemento de investigación cuando se tiene como propósito estudiar la identidad profesional de los profesores. De esta manera, el presente artículo se trata de una parte del estudio intitulado Interface entre procesos de formación continuada e identidad profesional docente cuyo objetivo es verificar si la formación continuada, además de ofrecer la posibilidad de perfeccionar inherente a la actividad pedagógica, también viabiliza el aporte para la mejora y reconfiguración de la identidad docente. Con la finalidad iniciar el estudio, se adoptaron como referencia teórica- metodológica Dubar, Imbernón, André y Lüdke e Creswell. Se refiere a un estudio de campo bajo la perspectiva cualitativa y los datos fueron recogidos por medio de entrevistas, con la participación de diez (10) profesores de enseñanza primaria de la red municipal de la ciudad de São Paulo. Los resultados sugieren que algunos procesos formativos contribuyen a la reconfiguración de la identidad docente, por medio de elementos específicos, que se viabilizan en estas formaciones. De esta forma, se pudo desvelar que, en la estructuración de estas formaciones, estaban presentes: la coparticipación del docente por medio de la interacción e integración en el momento de la formación; la movilización cognitiva por medio de acciones durante el proceso y sobre el tema en estudio; y la asociación teoría y práctica que se viabiliza por la contextualización del tema en la práctica.

Three Principles Informing Simulation-Based Continuing Education to Promote Effective Interprofessional Collaboration: Reorganizing, Reframing, and Recontextualizing.

INTRODUCTION: Shoulder dystocia is a complex birth emergency where patient outcomes remain a concern. This article investigates the detailed processes of simulation-based continuing education in a hospital where evidence over 10 years demonstrates improvements in practitioner knowledge, enacted practices, and maternal and child outcomes. METHODS: Data were collected by video recording teams participating in a shoulder dystocia simulation and debrief. Analysis combined grounded thematic development with purposive coding of enactments of a relevant protocol (the ALSO HELPERR). RESULTS: Three themes were identified (three Rs) that capture how effective interprofessional collaboration is promoted through collectively oriented reflection: Reorganizing roles and responsibilities between team members; Reframing the problem of shoulder dystocia from individuals correctly following a protocol, to a team of professionals who need to attune to, respond to, and support one another; and Recontextualizing by collectively "commingling" theoretical knowledge with practical experience to reflect on actions and judgements. DISCUSSION: The three Rs are relevant to diverse clinical settings and address gaps in knowledge relating to the process of interprofessional simulation. Together, they constitute a set of principles to inform the design and conduct of continuing education for interprofessional practice through simulation.

A Quasi-Experimental Evaluation of an Education Program for the Use of Electrical Stimulation Therapy to Heal Pressure Injuries.

Electrical stimulation (E-Stim) involves applying low levels of electrical current. Despite high-level recommendations for E-stim use in many pressure injury (PrI) best practice treatment guidelines, clinicians seldom use E-Stim. PURPOSE: This quasi-experimental design study aimed to determine whether an educational program could improve health care providers' knowledge and attitudes regarding the use of E-Stim for treating PrIs in community-dwelling individuals with spinal cord injury living in 1 region of Ontario, Canada. METHODS: An educational intervention based on a university-level continuing education program was developed as part of a multifaceted knowledge mobilization project. Health care providers (eg, nurses, physicians, and allied health professionals) from multiple agencies were invited to participate. The instructional series included 8 online modules on background theory and knowledge and a hands-on workshop that familiarized participants with the equipment necessary to deliver E-Stim. Knowledge (percentage of correct answers using a knowledge test developed by the research team) and attitudes (assessed using the E-Stim Attitude Survey in which items were scored using a 5-point Likert scale (where 0 indicated a negative attitude and 5 a positive attitude) were evaluated 3 times (pre-education, post-online, and post-workshop). Data were aggregated into unit-weighted averaged composites of 3 attitude subscales (resources, evidence-based practice, and education), which were compared before and after educational sessions using a linear mixed effect model. RESULTS: Among the 83 participants, a significant increase in knowledge scores was noted from pre-education (55.9%) to post-online (78.4%) and post-workshop (78.0%) (X² [2] = 89.34; P <.001). A significant increase in attitude scores was noted across time points (resources: X² [2] = 27.32, P <.0001; evidence-based practice: X² [2] = 38.93, P <.0001; and education: X² [2] = 92.88, P <.0001). For the evidence-based practice subscale, attitude increased significantly post-online (t[127] = 6.03, P <.0001). For the resources subscale, a significant increase was detected after post-workshop (t[113] = 5.23, P <.001]. CONCLUSIONS: Online education increased health care providers' knowledge about E-Stim; however, hands-on workshops were required to change certain attitudes about the use of E-Stim for wound healing. Further research is required to evaluate 1) whether a change in knowledge and attitude scores translates to a practice change for health care providers and 2) the potential importance of ongoing coaching and mentorship for a sustainable change in the clinical setting.

Effectiveness of an educational intervention on vulvo-vaginal discharge for family healthcare workers: A nonrandomized controlled trial.

Women's delay in seeking medical advice for abnormal vaginal discharge can cause serious effects such as infertility, ectopic pregnancy, and advanced cervical cancer. Family healthcare workers are in a unique position to help in the promotion of vaginal health. A nonrandomized controlled trial was conducted among a sample of family healthcare workers in the intervention (n = 37) and a control (n = 37) group to assess the effectiveness of an educational intervention, which was a 2-day intensive workshop combining reading materials. Data were analyzed using SPSS software (version 20), and the effectiveness of the intervention was determined using a mixed between-within subjects analysis of variance. The total knowledge and attitude scores were significantly greater for family healthcare workers in the intervention group immediately and at 3 and 6 months after the educational intervention, compared to the control group. A substantial main effect was observed concerning the time, showing an increase in family healthcare workers' knowledge and attitude scores across the four time periods. A statistically significant difference in the median overall health education competency score across the two groups was also observed. The mean score differences in all sub-competencies in health education were significantly higher among the intervention group, compared to the control group between second postintervention and the baseline. The educational intervention had revealed successful and sustainable improvements in family healthcare workers' knowledge, attitude on vaginal discharge, and health education competency. This can be implemented as an in-service program for family healthcare workers to improve health education practices.

Increasing Trauma-Informed Awareness and Practice in Higher Education.

BACKGROUND: Traumatic experiences across the lifespan can affect an individual's physical, social, and emotional health and cognitive development. There has been an increased focus on trauma-informed initiatives in various public and health care sectors, but these initiatives are lacking in higher education. METHOD: A pre-post survey design was used in a trauma-informed professional development session. The survey evaluated educator's knowledge and perceptions of trauma-informed care (TIC) and trauma-informed educational strategies (TIES). Select interviews were then conducted to further analyze knowledge and perception related to TIC and TIES. RESULTS: The results demonstrated an increase in knowledge of TIC and TIES, as well as an improved ability to support students. P values were statistically significant at <.05. CONCLUSION: The integration of a trauma-informed professional development session for all educators is the first step in the integration of TIC in higher education and a transition to a trauma-sensitive culture.

Educational interventions for primary care providers to improve clinical skin examination for skin cancer.

BACKGROUND AND PURPOSE: Skin cancer, the most commonly diagnosed cancer in the United States, is a serious health care concern. Early skin cancer detection improves prognosis; most common early detection approach is a comprehensive clinical skin examination (CSE). A CSE consists of skin cancer risk assessment, head-to-toe skin examination, and skin lesion assessment. Nurse practitioners (NPs) currently lack adequate training and confidence to conduct CSE. The goal of this systematic review was to learn more about published interventions targeting CSE training for primary care NPs and/or other primary care providers. The findings were categorized based on the established procedures for intervention development. METHODS: The databases PubMed, Google Scholar, CINAHL, and Web of Science were searched. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, 10 articles were selected for data extraction. CONCLUSIONS: There is a paucity of articles that report rigorously developed interventions aimed at educating primary care NPs to conduct CSE. Existing CSE interventions were not tested for efficacy or effectiveness, and the implementation methods were weak or not reported. A synthesis of the review findings revealed inadequately reported sample characteristics, vague intervention goals, unspecified frequency or duration of interventions, and lack of standardized intervention protocols. IMPLICATIONS FOR PRACTICE: This review builds a foundation for more rigorously developed interventions to improve CSE and provides guidance for NPs to select education on CSE and other clinical foci. Future research will guide the development and evaluate the effectiveness of CSE education, which ultimately could improve skin cancer prognosis interventions and lack of standardized intervention protocols.

Continuing Professional Development Engagement-A UK-based Concept Analysis.

INTRODUCTION: Although much literature exists regarding the operationalization of the term engagement, this relates specifically to work/employee engagement and user, consumer, and scholarly engagement. There is no clear understanding of the term Continuing Professional Development (CPD) engagement for allied health professionals and Nurses and Midwives in the UK, although it is becoming a frequently used term. This raises the challenge of creating measures of the impact of CPD engagement. This concept analysis therefore sought to operationalize the term CPD engagement. METHODS: A theoretical concept analysis was undertaken, as part of a Professional Doctorate, using Walker and Avant's Concept Analysis Framework. Literature was accessed via OVID, PubMed, CINAHL, ERIC, ABI INFO, and PsychINFO using search terms engagement, work/employee, user, consumer, scholarly engagement, CPD, and life-long learning. RESULTS: Defining attributes for CPD engagement included criteria based around the terms such as self-initiated, voluntary, applied, recorded, evaluated and shared, and continuation of learning beyond the initial activity. Antecedents focused around drive and availability of resources including time, money, and support. DISCUSSION: There are potentially many positive consequences of CPD engagement, such as job satisfaction, employee retention, and quality of service provision, that may be more easily investigated and measured against the attributes defined from this study, which indicates that CPD engagement is characterized by the following five criteria: (1) self-initiated; (2) rewarded (either intrinsically or extrinsically); (3) applied in practice; (4) recorded, evaluated, and shared with others; and finally (5) continues beyond the initial learning activity.

Comentario a «En respuesta a la pregunta: ¿Jugamos todos en el mismo equipo?» / Comment to «In reply to the question: Are we really playing together in the same team?»

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