ArticleBMC medical education2026
Bridging knowledge gaps: identifying key educational priorities for healthcare professionals in the United Arab Emirates.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionHealthcare professionals’ continuing medical education (CME) and continuing professional development (CPD) are essential for maintaining quality care. This study aimed to identify the perceived CME/CPD needs of healthcare professionals in the United Arab Emirates and explore barriers to professional development.
methodsA cross-sectional survey was distributed to all healthcare professionals who participated in CME/CPD activities in Abu Dhabi during 2022. The survey assessed learning experiences, barriers to participation, and perceived priority needs across clinical and professional domains. Descriptive statistics and chi-square tests were employed for analysis.
resultsFrom 2,620 respondents (75.9% nurses, 12.6% allied health, 11.5% physicians), management of communicable diseases emerged as the highest CME priority (39.1%), followed by pain management (27.7%) and procedural skills (25.5%). For CPD, the top needs included knowledge of the healthcare system (38.2%), communication skills (34.3%), and evidence-based practice (33.5%). The primary barrier to participation was difficulty taking time off (38.4%), with 92.1% preferring live training over recorded formats. Physicians uniquely prioritize medical research (33.0%) and academic medicine (21.0%) compared with other professionals.
conclusionThis first comprehensive needs assessment in the region reveals both shared and professional-specific learning priorities within Abu Dhabi’s diverse healthcare workforce. These findings provide a foundation for developing targeted educational initiatives that address identified needs while overcoming common barriers to participation.
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.