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Médecins spécialistes / Développement professionnel

Références

Articles

  • ANDERSON G Measurement of the outcome of learning: health care performance measurement and continuing medical education. J Cont Educ Health Prof 1999;19:222-226
  • BENNETT NL, DAVIS DA, EASTERLING WE, FRIEDMANN P, GREEN JS, et al. Continuing medical education : a new vision of the professional development of physicians. Acad Med 2000;75(12):1167-1172
  • Clark NM, Gong M, Schork A, EVANS D, ROLOFF D, et al. Impact of education for physicians on patient outcomes. Pediatrics 1998;101(5):831-836
  • Davis DA, Taylor-Vaisey AL Translating guidelines into practice: a systematic review of theoretic concepts, practical experience and research evidence in the adoption of clinical practice guidelines. Can Med Assoc J 1997;157(4):408-416
  • Davis DA, Thomson MA, Oxman AD, Haynes RB Changing physician performance: a systematic review of the effect of continuing medical education strategies. JAMA 1995;274:700-705
  • Davis DA, Thomson MA, Oxman AD, Haynes RB Evidence for the effectiveness of CME. A review of 50 randomized controlled trials. JAMA 1992;268:1111-1117
  • Davis DA, Thomson MA, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA 1999;282:867-874
  • Fox RD, Bennett NL Continuing medical education: learning and change: implications for continuing medical education. BMJ 1998;316:466-468
  • GOULET F, LEBOEUF, S, LADOUCEUR, R. Fonctions, rôles et tâches des personnes resources en formation continue. Pédagogie médicale, 2005; 6(1), 42-53
  • HALL W, VIOLATO C, LEWKONIA R, LOCKYER J, FIDLER H, et al. Assessment of physician performance in Alberta: the physician achievement review. Can Med Assoc J 1999;161(1):52-57
  • HARRISON RV The influence of brochure covers on CME enrollments. J Cont Educ Health Prof 1991;11:265-269
  • HUDON G Visite d’agrément en éducation médicale continue (ÉMC): plus qu’une simple formalité Le Spécialiste, septembre 2005: 23-24
  • HUDON G Le développement professionnel continu: toile de fond académique et juridique Le Spécialiste, décembre 2004: 12-13
  • Jennett PA, Affleck L Chart audit and chart stimulated recall as methods of needs assessment in continuing professional health education. J Cont Educ Health Prof 1998;18:163-171
  • Jennett PA, Scott SM, Atkinson MA, CRUTCHER RA, HOGAN DB, et al Patient charts and physician office management decisions: chart audit and chart stimulated recall. J Cont Educ Health Prof 1995;15:31-39
  • Lane DS Outcome measurement in multi-interventional continuing medical education. J Cont Educ Health Prof 1997;17:12-19
  • LOCKYER J, GONDOCZ T, THIVIERGE RL. Knowledge translation: the role and place of practice reflection. J Contin Educ Health Prof. 2004;24:50-6
  • LOCKYER J, VIOLATO C, FIDLER H Likelihood of change : a study assessing surgeon use of multisource feedback data. Teach Learn Med 2003;15(3):168-174
  • LOCKYER J Multisource feedback in the assessment of physician competencies. J Cont Educ Health Prof 2003;23:4-12
  • Mazmanian PE, Daffron SR, Johnson RE, Davis DA, Kantrowitz MP Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change. Acad Med 1998;73:882-886
  • Mazmanian PE, Mazmanian PM, Waugh IL Commitment to change: ideational roots, empirical evidence, and ethical implications. J Cont Educ Health Prof 1997;17:133-140
  • MAZMANIAN PE, DAVIS DA Continuing medical education and the physician as a learner : guide to evidence. JAMA 2002;288(9):1057-1060
  • MCLEOD PJ, MEAGHER T, STEINERT Y, SCHUWIRTH L, MCLEOD AH Clinical teachers’ tacit knowledge of basic pedagogic principles. Med Teacher 2004;26(1):23-27
  • MCLEOD PJ, MCLEOD AH If formal CME is ineffective, why do physicians still participate ? Med Teacher 2004;26(2):184-6
  • Moore DE, Green JS, JAY SI, Leist JC, Maitland FM Creating a new paradigm for CME: seizing opportunities within the health care revolution. J Cont Educ Health Prof 1994;14:4-31
  • Moore DE Needs assessment in the new health care environment: combining discrepancy analysis and outcomes to create more effective CME. J Cont Educ Health Prof 1998;18: 133-141
  • Parboosingh J Learning portfolios: potential to assist health professionals with self-directed learning J Cont Educ Health Prof 1996;16:75-81
  • Premi JN, Shannon S, Hartwick K, Lamb S, Wakefield J, Williams J Practice-based small group CME. Acad Med 1994;69:800-802
  • Richards BF, Rupp R, Zaccaro DJ, CARIAGA-LO L, HARWARD D, et al Use of a standardized-patient-based clinical performance examination as an outcome measure to evaluate medical school curricula. Acad Med 1996;71:S49-S51
  • SLOTNICK HB How doctors know when to stop learning. Med Teacher 2000;22(2):189-196
  • Slotnick HB How doctors learn: physicians' self-directed learning episodes. Acad Med 1999;74:1106-17
  • SlotnickHB How doctors learn: the role of clinical problems across the medical school-to-practice continuum. Acad Med 1996;71:28-34
  • Soumerai SB, McLaughlin TI, Gurwitz JH, GUADAGNOLI E, et al Effect of local medical opinion leaders on quality of care for acute myocardial infarction; a randomized controlled trial. JAMA 1998;279:1358-1363
  • Steinert Y, Snell LS Interactive lecturing : strategies for increasing participation in large group presentations.  Med Teacher 1999;21(1):37-42
  • Tan KM, Casebeer LL Needs assessment of learning outcome evaluation skills among continuing medical education providers. J Cont Educ Health Prof 1998;18:206-212
  • Toews J, Lockyer J, Warnica W, Morgan J, Dawson J, Churchill-Smith T A model continuing medical education program on congestive heart failure: an analysis. J Cont Educ Health Prof 1997;17:106-113
  • ZEMKE, R, ZEMKE, S Thirty things we know for sure about adult learning. Convene 2003

Bibliographies

Livres

  • BENNETT NL, HOTVED MO Stage of Career. In Fox RD, Mazmanian PE, Putnam RW, editors. Changing and learning in the lives of physicians. New York ( NY): Praeger; 1989, p. 65-78
  • Conseil de l’ÉMC du Québec Vade-Mecum en éducation médicale continue ISBN 2-922539-00-8, 2e édition, 1998 Disponible au secrétariat du Conseil de l’éducation médicale continue du Québec, 2170, boul. René-Lévesque Ouest, Montréal (Qc) H3H 2T8,  tél. (514) 933-4441, prix unitaire 40 $ pour le manuel et le CD-ROM
  • Davis DA, Fox RD The physician as learner: linking research to practice. Chicago: American Medical Association; 1994
  • Fox RD, Mazmanian PE, Putnam RW Changing and learning in the lives of physicians. New York (NY): Praeger; 1989
  • Prochaska J0 Revolution in health promotion, in Health psychology through the lifespan: practice and research opportunities. Washington (DC); American Psychological Association; 1996

Vade-mecum

  • Conseil de l’ÉMC du Québec Vade-mecum en éducation médicale continue, recueil de fiches et d’outils pratiquesCD ROM , ISBN 2-920548-06-0, 2e édition, 2001 Disponible au secrétariat du Conseil de l’éducation médicale continue du Québec, 2170, boul. René-Lévesque Ouest, Montréal (Qc) H3H 2T8,  tél.   (514) 933-4441, prix unitaire 40 $ pour le manuel et le CD-ROM

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Dernière mise à jour :
18.10.2007