ArticleJournal of European CME2021
Observations from Transforming a Continuing Education programme in the COVID-19 Era and Preparing for the Future.
Article in Journal of European CME, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 25 citations in OpenAlex.
- Article
- Aligning Continuing Medical Education with National Health Needs: A Qualitative Analysis of UP Med Webinar Topics and Hospital Admission Patterns in the Philippines.Acta medica Philippina · 2026Article
- Inter-Country Doctor-to-Doctor Telemedicine Conferences/Consultations Following COVID-19: A Survey of the National University Hospital Council of Japan.Telemedicine reports · 2025Article
- Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry.Canadian medical education journal · 2024Article
- "The genie is out of the bottle": a qualitative study on the impact of COVID-19 on continuing professional development.BMC medical education · 2024Article
- Effect of COVID-19 on Continuing Education Activities and Learner Interactions: Report from Six Accreditation Systems.Journal of CME · 2024Article
- Physicians' continuing medical education activities and satisfaction with their ability to stay current in medical information and practice: A cross-sectional study.Health science reports · 2023Article
- Continuing Education as a Contributor to Mitigating Physician Burnout.Journal of CME · 2023Article
- Report on the Peter Mills Honorary Symposium,Journal of CME · 2023Article
- The Role of Digital Competence in CME Uptake: A Short Communication.Journal of European CME · 2022Article
- Report on Proceedings of the Fourteenth Annual European CME Forum, Studio Hybrid from Manchester UK, November, 2021.Journal of European CME · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic has significantly disrupted and transformed continuing education in the health professions to be reliant on digital learning modalities. This retrospective observational study of a large, international health system's continuing education programme compares educational activities offered, participation, and learning outcomes pre- and intra-pandemic to assess the impact of digitisation advanced because of the pandemic. There was a significant increase in internet-based activities that filled the gap of cancelled or postponed live, in-person activities to keep healthcare professionals up to date in their specialities and prepared to handle the clinical and hospital demands of the pandemic. Compared to live, in-person education, virtual activities were offered in shorter increments, reached a much larger amount of participants, and were equally effective in achieving learning outcomes. Questions remain regarding business model implications to generate adequate revenues to cover costs of virtual education. Additionally, there is a general inadequacy of digital learning environments to coalesce groups and meet social needs. Regardless, the efficiencies and effectiveness of digital modalities will be a primary method of teaching healthcare professionals going forward.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.