Building capacities for universal health care in the Philippines: Development and implementation of a leadership training program for public health nurses

@#Achievement of Universal Health Care (UHC) in the Philippines requires capable health workers who can navigate changes and lead in the local implementation of health system reforms. Public health nurses are in a strategic position to lead in UHC implementation as they constitute the largest cadre of health workers in the public health setting, and core concepts of UHC intersect with principles of public health nursing practice. This paper aims to describe the development and implementation of a leadership training program for public health nurses in the Philippines, in response to UHC. Document reviews of training reports and evaluations, including course site data analytics, and evaluation of the training program were done for the four cohorts of the course. The University of the Philippines Manila College of Nursing, with support from the Department of Health, responded to the increased demand of the Philippine health system for public health nurses with strong foundations and advanced skills by designing and offering a leadership development course specific to PHNs. From November 2019 to March 2022, a total of 183 participants from 17 regions completed the training. With the COVID-19 pandemic and dynamic changes in governance, the experiences of the project highlighted the need for flexibility in delivering the training program, updating module contents according to the latest developments, and improving course duration and evaluation. Barriers to course engagement and completion must be addressed for PHNs, their workplaces, clients, and the health system to benefit the most from the training.

Continuing professional development model of Japanese pharmacists and its enlightenment / 中国药房

OBJECTIVE To provide reference and ideas for optimizing the continuing education system of pharmacists in China. METHODS By introducing the continuing professional development （CPD）model of pharmacists in Japan ，the current situation and existing problems for continuing education of pharmacists in China were analyzed to puts forward some suggestions. RESULTS & CONCLUSIONS The continuing education system of CPD model for pharmacists in Japan included five continuous cycle processes ：self-assessment，making plan ，implementing plan ，learning record and result evaluation. It emphasized the autonomy and sustainability of pharmacists ’learning and promoted the sustainable development of pharmacists ’career. The education and training of pharmacists in Japan were subject to the certification system ，and a diversified implementation organization composed of industry associations ，colleges and universities and commercial education institutions had been formed. After continuous reform ，Japan had established a relatively mature and perfect sustainable career development model for pharmacists. Our country can refer to the CPD model of Japanese pharmacists ，promote the legislation of pharmacists ，explore the unified management model （the unity of hospital pharmacists and licensed pharmacists ），explore the construction of pharmacists ’ continuing education certification mechanism ，carry out refined continuing education for pharmacists in different practice fields ， improve the enthusiasm of industry associations ，and add practical content to pharmacists ’continuing education projects.

Programas e intervenciones educativas ofrecidas al personal farmacéutico para mejorar la prestación de los servicios asistenciales farmacéuticos: una revisión estructurada / Educational programs and interventions offered to pharmacy staff to improve the delivery of pharmaceutical assistance services: A structured review

Resumen Objetivo: Describir los programas y las intervenciones educativas ofrecidas al personal farmacéutico, para mejorar la prestación de los servicios asistenciales farmacéuticos y los métodos utilizados para evaluar la efectividad de estos programas. Métodos: Se realizó una revisión estructurada, se utilizó la base de datos PubMed/Medline entre 2007 y 2019, sobre el desarrollo, la descripción, la evaluación del impacto, la efectividad o la comparación de una intervención educativa, un entrenamiento específico o un programa educativo dirigido al personal farmacéutico de farmacias comunitarias (ambulatorias) y/o hospitalarias. Resultados: En total, 1290 referencias bibliográficas fueron identificadas: se incluyeron 26 referencias adicionales y se seleccionaron 90 artículos para su revisión y análisis. Se encontró que el 70 % (63) de los estudios fueron realizados en países desarrollados, principalmente en Estados Unidos, Australia, Canadá e Inglaterra. El 67 % (60) de los estudios se realizaron a nivel ambulatorio, el 10 % (9) a nivel hospitalario y el 23 % (21), en ambos contextos. Las intervenciones fueron clasificadas en tres categorías: Entrenamientos Específicos (41 %), programas de Educación Continua (43 %) y de Desarrollo Profesional Continuo, (16 %). De las metodologías o métodos de provisión de la intervención, la más común fue la presencial en el 72 % (65) de los estudios, seguido de metodologías apoyadas con herramientas virtuales en el de las intervenciones educativas varió entre menos de 1 hora y 120 horas. Conclusión: Se describen los programas y las intervenciones educativas ofrecidas al personal farmacéutico, principalmente para mejorar sus competencias laborales y la prestación de los servicios asistenciales farmacéuticos, además de los métodos utilizados para evaluar la efectividad de las intervenciones educativas.

Abstract Objective: To describe the educational programs and interventions offered to pharmacy staff, to improve the delivery of pharmaceutical healthcare services and the methods used to evaluate the programs' effectiveness. Methods: A structured review was performed using the PubMed/Medline database from 2007 to 2019. Results: In total, 1290 bibliographic references were identified; besides, 26 references identified by other sources were included and 90 articles for review and analysis were selected. It was found that 70% (63) of the studies were made in developed countries, mainly in the United States, Australia, Canada, and England. 67% (60) of the studies were carried out at the outpatient level, 10% (9) at the hospital level, and 23% (21) in both contexts. The interventions were classified into three categories: Specific settings (41%), Continuing Education (43%), and Continuing Professional Development (16%) programs. The most common methodology or delivery methods for the intervention were face-to-face in 72% (65) of the studies, followed by methodologies supported by virtual tools in 28% (25) and 11% (10) of the studies combined face-to-face and virtual methods. The duration of the educational interventions ranged from less than 1 hour to 120 hours. Conclusion: The educational programs and interventions offered to the pharmacy staff are described, mainly to improve their labor competencies. Additionally the provision of pharmaceutical healthcare services and the methods used to evaluate the effectiveness of the educational intervention.

Malaysian Dental Practitioner Personal Experience and Barriers to Attend Continuing Professional Development (CPD) Programme

@#The significance of continuing professional development (CPD) among dental practitioners (DPs) is well-recognised by the Malaysian Dental Council (MDC). CPD has become mandatory to all DPs prior to renewal of annual practising certificate (APC) following the enforcement of Dental Act 2018. This study aimed to determine the personal experience of Malaysian DPs in CPD programmes and to identify the barriers to attend CPD activities. This was a cross-sectional study of which a paperbased, self‐administered questionnaire (pre-test, content validated) was administered to all participants (n = 229, response rate = 49.7%) who participated in CPD programmes organised by the Faculty of Dentistry, Universiti Teknologi MARA (UiTM) from April 2017 until November 2017. Almost all respondents (92.1%) acknowledged the importance of undertaking CPD. Some of them (68.9%) agreed that the employer provides adequate support to carry out the CPD activities. Majority of the respondents (62.3%) participated in 1–4 hours of CPD on average per month and most of them (42.1%) attended 5–10 days CPD course in the year 2017. Barriers to CPD participation were current workload, lack of time and lack of financial support. Malaysian DPs are currently engaging in CPD programmes and considered the compulsory CPD to be beneficial to them as professionals even before the compulsory implementation in 2018. This study provides valuable information to assist Malaysian CPD providers in formulating appropriate approaches while planning the CPD courses and as well as to identify the potential barriers in attending the CPD programmes.

Medical Professionalism and Continuing Professional Development in the Next Amendment of the Postgraduate Clinical Training System / 医学教育

Under the current postgraduate clinical training system for physicians, three principles have been emphasized in its basic tenets; cultivation of character appropriate for physicians, generation of awareness to the societal role of medical science and healthcare, and mastery of basic clinical skills needed to respond appropriately to injuries and illnesses frequently encountered in general practice. In accordance with its quinquennial review rule, the Clinical Training Committee under the Medical Caucus of the Healthcare Professions Council released draft revisions of a notification published by the Director general of the Health Policy Bureau of the Ministry of Health, Labor and Welfare in March, 2018. The document is entitled "On the operation of the ordinance concerning the postgraduate clinical training prescribed in the paragraph (1) of Article 16-2, Medical Practitioners Act" .　A Key distinction of the revised draft is new learning outcomes featuring core values shared by physicians: commitment to physicians' societal mission of public health, altruistic behavior, respect for humanity, and maintaining one's own integrity. Another key distinction is securement of longitudinal consistency in the set of required faculties, from medical school curriculum to continuing professional development programs. Further improvements in systems and environments to enhance devotion to life-long learning are needed.

Processos formativos em álcool e outras drogas para trabalhadores da rede pública do município de São Paulo: a experiência do CRR-DIMESAD-UNIFESP / Training courses on addiction issues to workers from the public sector of São Paulo city: the experience of CRR-DIMESAD-UNIFESP / Procesos de formación en alcohol y otras drogas para trabajadores de la red pública del municipio de São Paulo: la experiencia del CRR-DIMESAD-UNIFESP

Este artigo descreve a experiência de implementação e avaliação de cursos de capacitação sobre a temática do álcool e outras drogas para profissionais da rede pública do município de São Paulo, organizados pelo CRR-DIMESAD-UNIFESP, apoiados por edital da Secretaria Nacional de Políticas sobre Drogas. A partir de metodologia mista de pesquisa, envolvendo abordagem qualitativa e quantitativa, são descritos os desafios metodológicos enfrentados na primeira edição dos cursos e a trajetória de mudanças que culminou na reestruturação dos cursos em módulos temáticos, a partir da avaliação dos processos formativos vigentes em 2014 e do diálogo com as secretarias parceiras, acerca das demandas dos profissionais. A reestruturação, em curso desde meados de 2016, pautou-se ainda nos pressupostos ético-políticos do paradigma da Educação Permanente, enfatizando o processo ensino-aprendizagem em sua dimensão emancipatória e política.

This article describes the implementation and evaluation of training courses on addiction issues to workers from the public sector in São Paulo city. It was conducted by the Regional Reference Center of the Federal University of São Paulo. The restructuring process of the courses, since their first edition, held in 2014, as well as their methodological challenges and the series of changes that led to their restructuring into thematic modules are described.. This changing process was based on the evaluation of the existing training courses in 2014 and on the dialogue, related to the worker's demands, with different public departments. The evaluation research conducted was based on qualitative and quantitative approach. Such restructuring, ongoing since mid-2016, was also marked by ethical and political assumptions of the Brazilian Permanent Education paradigm, emphasizing the teaching-learning process in its emancipatory and political dimension.

Esteartículodescribe la experiencia de implementación y evaluación de cursos de capacitación sobre la temática de alcohol y otras drogas para profesionales de la red pública del municipio de São Paulo, organizados por el Centro Regional de Referencia de la Universidad Federal de São Paulo. A partir de la metodología de investigación mixta, con enfoque cualitativo y cuantitativo, describiremos el trayecto de la reestructuración de los cursos, partiendo de la primera edición (2014) y planteada por la convocatoria de la Secretaria Nacional de Políticas sobre Drogas. Serán descritos los desafíos metodológicos enfrentados en la primera edición de los cursos y la trayectoria de los cambios que culminó en la reestructuración de los cursos en módulos temáticos, a partir de la evaluación de los procesos formativos vigentes en 2014 y del diálogo con las secretarías que trabajan en conjunto. Tal reestructuración se pautó en los supuestos ético-políticos del programa de Educación Permanente, enfatizando el proceso de enseñanza-aprendizaje en su dimensión emancipadora y política.

Continuous Professional Development: Faculty Views On Need, Impact And Barriers.

Background& Objective:Ever changing dynamic field of science, technology and health care had made it essential for a health care professional to keep abreast of the latest development. Continuous Professional Development (CPD) can be considered as a process in which individual practitioners identify their own learning needs, makes plan to meet those objectives and finally evaluates the effectiveness of the plan .Perceived barriers to CPD vary significantly by individual’s personal characteristics, job position, and organizational factors. Present study was done to explore the faculty views of CPD in terms of its need, methods, impact and barriers. Objectives: 1.To assess the perceptions of healthcare faculty about Continuous Professional Development 2.To identify the barriers perceived by health care faculty for Continuous Professional Development.Methodology:A Cross Sectional study was conducted among 32 faculty,enrolled for Foundation for Advancement in International Medical Education and Research (FAIMER) Fellowship programme at one of the regional institutes of India. A self- administered structured and modified questionnaire was given to participants as a part of Mentoring and Learning (ML) web sessions through ‘Survey Monkey”.Results:In the study, 16 (50%) out of 32 faculty members participated, where majority of participants considered attending conferences, reading journals and E-learning Modules as a CPD activity undertaken in the past one year . Nearly all participants agreed that CPD can make positive change in terms of diagnostic and treatment practices (81.25%), knowledge acquisition (100%) as well as attitude (93.75%) towards patients. Availability of study leave (56.25%) and work-life balance (75%) were significant barriers to participation. Participants strongly believed that CPD helps to recognize knowledge gaps, promoted self-reflection and focused endeavours.Conclusion:Present study reported good knowledge, favourable attitudes and practices towards Continuous Professional Development activities among health care faculty members. The study also revealed combination of responses among faculty about their own CPD activities.

Educação permanente em saúde no contexto do trabalho da enfermeira / Continuing professional development in health for working nurses / Educación permanente en salud en el contexto del trabajo de la enfermera

Introdução: a educação permanente em saúde tem significado especial no trabalho da enfermeira, profissional que tem se ocupado diretamente das ações educativas na saúde. Objetivo: analisar como se processa a educação permanente em saúde no contexto do trabalho da enfermeira. Método: estudo qualitativo, com coleta de informações em bases de dados e em grupos de discussão realizados entre março de 2010 e março de 2013, em Salvador e em eventos nacionais da categoria, com enfermeiras e especialistas em educação permanente. Total de 63 participantes. Resultados: os achados ratificam que enfermeiras são as profissionais que mais tomam iniciativas de educação permanente nos serviços de saúde, apontam essa modalidade da educação como estratégia propulsora da gestão participativa, cujas ações mais bem-sucedidas partem da realidade dos trabalhadores e dos usuários. Conclusão: existe necessidade de investimento na formação das enfermeiras para melhor implementar a educação permanente em saúde.

Introduction: continuing professional development in health care is especially meaningful in the work of nurses, who are directly engaged in health education activities. Objective: to examine how in-service CPD for nurses is conducted. Method: this exploratory, qualitative study collected information from databases and in discussion groups held between March 2010 and March 2013 in Salvador and at national nursing events, The participants were 63 nurses and CPD specialists. Results: the findings confirm that nurses take more in-service CPD initiatives than any other profession and point to this mode of education as a strategy for fostering participatory management, in which the most successful actions arise from the realities of workers' and users' situations. Conclusion: there is thus a need to invest in training nurses to implement CPD better.

Introdución: la educación permanente en salud posee especial significado en el trabajo de la enfermera que se ha ocupado directamente de las acciones educadoras en salud. Objetivo: analizar cómo se procesa la educación permanente en salud dentro del contexto del trabajo de la enfermera. Método: Estudio exploratorio, cualitativo, cuyos datos se recolectaron en bases de datos y en grupos de discusión entre marzo de 2010 y marzo de 2013, en la ciudad de Salvador, y en eventos nacionales de la categoría, con enfermeras y expertos en educación permanente. Total de 63 participantes. Resultados: los hallazgos ratifican que las enfermeras son las profesionales que más toman iniciativas de educación permanente en los servicios de salud, apuntan esa modalidad de la educación como estrategia propulsora de gestión participativa, cuyas acciones más exitosas emergen de la realidad de los trabajadores y los usuarios. Conclusión: se necesita inversión en la formación de las enfermeras para mejor implementar la educación permanente en salud.

Evaluation of a continuing professional development training program for physicians and physician assistants in hospitals in Laos based on the Kirkpatrick model / 보건의료교육평가

PURPOSE: Medical professionals from Korea and Laos have been working together to develop a continuing professional development training program covering the major clinical fields of primary care. This study aimed to evaluate the effectiveness of the program from 2013 to 2014 using the Kirkpatrick model. METHODS: A questionnaire was used to evaluate the reaction of the trainees, and the trainers assessed the level of trainees' performance at the beginning and the end of each clinical section. The transfer (behavioral change) of the trainees was evaluated through the review of medical records written by the trainees before and after the training program. RESULTS: The trainees were satisfied with the training program, for which the average score was 4.48 out of 5.0. The average score of the trainees' performance at the beginning was 2.39 out of 5.0, and rose to 3.88 at the end of each section. The average score of the medical records written before the training was 2.92 out of 5.0, and it rose to 3.34 after the training. The number of patient visits to the district hospitals increased. CONCLUSION: The continuing professional development training program, which was planned and implemented with the full engagement and responsibility of Lao health professionals, proved to be effective.

Peregrinação (Via Crucis) até o diagnóstico da hanseníase / Peregrination (Via Crucis) to a diagnosis of leprosy / Peregrinación (Via Crucis) hasta el diagnóstico de la lepra

O objetivo do estudo foi identificar as dificuldades relatadas por usuários em tratamento para hanseníase, na busca por diagnóstico e tratamento, relacionadas com a peregrinação do indivíduo com suspeita de hanseníase até o diagnóstico definitivo. Estudo descritivo, com abordagem qualitativa. As informações foram obtidas por meio de entrevistas com 16 usuários com hanseníase nos meses de dezembro de 2009 e janeiro de 2010, na Policlínica Lessa de Andrade em Recife. Os dados foram submetidos à análise de conteúdo de Bardin. Foram delineados três eixos temáticos: Peregrinação até o diagnóstico correto da hanseníase; Atuação do profissional de saúde; Consequência da peregrinação. Conclui-se que diagnósticos incorretos e tardios demonstram o despreparo dos profissionais de saúde em todos os níveis de complexidade para a suspeição e diagnóstico da hanseníase, exigindo a educação continuada, principalmente para os trabalhadores da atenção básica.

The aim of this qualitative, descriptive study was to identify the difficulties associated with the peregrinations of persons with suspected leprosy in their efforts to obtain diagnosis and treatment, until receiving a definitive diagnosis, as reported by healthcare users being treated for leprosy. Data was obtained between December 2009 and January 2010, through interviews of 16 patients with leprosy at the Lessa de Andrade Clinic in Recife, and analyzed according to Bardin’sIndex. Three themes were outlined: peregrination until correct diagnosis of leprosy; role of health professionals; and outcome of the peregrination. It was concluded that incorrect and delayed diagnoses attest to the lack of preparedness, among health professionals at all levels of complexity, to suspect and diagnose leprosy. This points to a need for continuing professional development, especially for primary health care workers.

El objetivo del estudio fue identificar las dificultades reportadas por usuarios en tratamiento de la lepra, en la búsqueda del diagnóstico y tratamiento, relacionados con la peregrinación de la persona con sospecha de lepra hasta el diagnóstico definitivo. Es un estudio descriptivo, con enfoque cualitativo. Las informaciones se obtuvieron a través de entrevistas con 16 usuarios con lepra, en diciembre de 2009 y enero de 2010, en la Clínica Lessa de Andrade, Recife. Los datos fueron sometidos a análisis de contenido de Bardin. Se eligieron tres ejes temáticos: Peregrinación hasta la obtención el correcto diagnóstico de lepra; Desempeño de los profesionales de la salud; Consecuencias de la peregrinación. Se concluye que diagnósticos equivocados y tardíos demuestran la falta de preparo de los profesionales de salud en todos los niveles de complejidad para sospecha y diagnóstico de lepra, lo que exige la educación continua, en especial para los trabajadores de atención primaria.

Using technology to deliver cost-effective Continuing Professional Development (CPD).

The work is based on engineering the audio video contents of the didactic presentations at the Regional Symposium on Sleep Medicine delivered to the target audience at NAMSCON 2013. The audio was extracted and then synchronized with Power Points, re-synthesized as SCORM (Sharable Content Object Reference Model) compliant packages and integrated with Moodle (Modular Object-Oriented Dynamic Learning Environment) as Learning Management System (LMS). The preliminary evaluation results showed high satisfaction with the content, its short loading time and smooth playback. These attributes were demonstrated to be effective in enhancing learning. The Moodle as LMS also allows tracking the participants' progress, involving them in social groups and open discussion forum for further enriching the online content and also helps in statistical analysis through its inbuilt web analytics. The technology is not only flexible and economical but also an effective delivery method for Continuing Professional Development Programmes.

NHS Hospital Pharmacist Training Programme in UK

The aim of the research was to explore post-registration training opportunities for NHS hospital pharmacists which contributes to promote structural reform of the professional development and lifelong learning for Korean hospital pharmacists. In UK, all pharmacists are required to complete at least 9 Continuing Professional Development (CPD) entries per each year to maintain their professional registration. Types of accredited postgraduate qualification (part-time) in Pharmacy Practice available for hospital pharmacists are Postgraduate Certificate (PgCert, year 1), Postgraduate Diploma (PgDip, year 2), Master of Science (MSc year 3), and Professional Doctorate in Pharmacy programme (DPharm, 4-5 years or more). Clinical pharmacy diploma is more likely to become a minimum qualification in order to progress whilst working for the NHS. Pharmacy independent prescribers are allowed to prescribe all medications except cocaine, dipipanone, and diamorphine for the purpose of treating addiction within their competencies. NHS pharmacists are also classified by band point system depending on their practical/clinical knowledge and skills which starting from band 5 (Pre-registration pharmacist) up to band 9. Various learning and development options are also offered including teaching sessions, conferences and local forums.

Continuing professional development of dentists through distant learning: An Indira Gandhi National Open University-Dental Council of India experiment a report.

To keep themselves updated with all the advancements in the field of dentistry, dentists should involve themselves in some kind of professional development. Distance learning is the most appropriate way to serve the growing demand due to technological advancements. Indira Gandhi National Open University in collaboration with Dental Council of India (DCI) developed and launched two continuing professional development programs in Endodontics (postgraduate certificate in endodontics) and postgraduate certificate in oral implantology and has trained over 400 and 280 BDS dentists respectively till date. The program package consists of self‑instructional material, assignments, videos and practical training. The training is conducted in premiere dental colleges and institutions recognized by DCI. The certificate is awarded after a term end examination, both in theory and practical. The pass percentages of the theory courses ranged from around 63% to 98%, and 90% of the candidates cleared the practical exam.

A Pilot Study of Web Based Clinical Supervision for Clinicians Working with Adults with Autism Spectrum Disorders and Attention Deficit Hyperactive Disorders.

Introduction: Currently there is little understanding of the factors that contribute to the successful implementation of clinical supervision in the development of new competencies for senior practitioners. The two linked studies reported are part of a wider inquiry to improve diagnostic services, interventions and outcomes for people with attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methodology: This study aimed to explore the feasibility of implementing web-based learning to deliver clinical supervision relating to the recognition, diagnosis and management of ADHD and ASD. Two series of three web-based supervision seminars, facilitated by clinical and academic experts, were held for two sets of practitioners. Prior to the start of the supervision process (time 1) each participant underwent an assessment of knowledge, skills and attitudes, which was repeated at the end of the study (time 2). Participants who completed pre-study assessments were allocated to take part in either the web-based supervision or the control groups. In total, 31 participants took part: 13 in the ADHD study (seven received online supervision) and 18 in the ADHD study (seven received online supervision). Results: Although the study sample sizes were too small to carry out any meaningful statistical analyses there were modest increases in clinical skills scores recorded by both studies for three of the four groups with no change in knowledge scores for the ASD supervision group. Conclusion: Web Based Learning (WBL) encompasses any educational activity undertaken over the internet and is now considered part of the mainstream in medical education. The issues of accessibility to technology required for WBL may be a barrier to widespread implementation and may be a contributory factor to the lack of published evidence for the effectiveness of this approach.

Distance Education as a Tool for Training Veterinarians in Laboratory Animal Medicine / 中国比较医学杂志

With increasing globalization and a trend towards international harmonization of standards for the care and use of animals in research and testing,there is a significant need to assist and support countries to develop training programs for laboratory animal veterinarians. Although formal educational opportunities for training laboratory animal veterinarians exist through well-established specialty colleges of laboratory animal medicine such as ACLAM,ECLAM,JCLAM,and KCLAM or through other professional organisations,such as the Federation of European Laboratory Animal Science Associations ( FELASA ),opportunities for participating in these programs are often limited to veterinarians in North America,Western Europe and specific regions of Asia. Creative thinking is required to develop cost-effective,practical,entry-level and advanced continuing education and applied training programs for veterinarians working in the field of laboratory animal medicine around the world.This paper will describe one potential solution for this issue,the use of a distance education program that provides theoretical information in a virtual classroom with applied training modules to deliver knowledge and practical skills to laboratory animal veterinarians.This type of program takes advantage of the online learning environment and can be an effective means to deliver training at the grassroots level to adult learners.

The International Trend in Continuing Medical Education / 医学教育

1)Continuing medical education (CME) systems were researched in 10 countries. In all countries but one CME is mandatory. Only Spain has voluntary CME, as does Japan.<br>2)The traditional CME systems in many countries were changed after 2000. We believe this change reflects a global revolution associated with a new wave of medical risk management.<br>3)To provide better medical services, we must keep improving Japan's CME system. Such improvement is an important responsibility to society.

Perceptions of medical educational research activity among medical educators undergoing educational leadership programs.

Educational Research (ER) is yet to be well established in many Asian countries and its requirements, obligations, advantages on teaching-leaning methods are yet to be fully exploited and acknowledged. Creating awareness of ER and receiving opinions on the existing trends and gaps in ER and its subdivisions may invoke interest in participants on what can be done in future and provide wider prospective and outlook on the potentials of medical ER. Methodology: Cross-sectional study design was used to survey 36 fellows and faculty on the PSG – FAIMER list server. Results: Overall response was 58% (36 out of 62). All respondents were involved in ER and were looking forward to disseminate the benefits of it. While there was full consensus that teaching-methodologies were part of ER, all the participants were not aware of the existence of curriculum, assessment and attitudes of students under ER. 40% of respondents felt the need to incorporate ER in the curriculum and around 37% wanted to further train themselves through on-line sessions. Conclusion: This study has shown that regulatory and institutional supports are likely to motivate the medical faculty in accepting and pursuing ER.

Present Situation and Prospective Issues of Continuing Medical Education for Physicians / 医学教育

1) To improve the quality of medical care and to ensure patient safety, physicians have the professional duty and responsibility to constantly study the newest medical knowledge and technology.<BR>2) The terminology for “continuing education”for physicians differs in meaning from that generally used to refer to “life-long education.”<BR>3) Continuing medical education (CME) in Japan is independently carried out by medical associations and by numerous academic medical societies. Present CME activities in Japan are reviewed, and CME in the United States is explained.<BR>4) Continuing professional development is introduced as a new paradigm of CME for physicians, created to improve the health-care system in the United Kingdom.<BR>5) To further improve CME for physicians in Japan, prospective issues are discussed. Establishment of a third-party organization that discusses, manages, and operates the CME system for physicians, is strongly recommended.

Executive Strategies for CPD Program Development and Enhancement

The Continuing Professional Development (CPD) program of Korean medical doctors had problems that did not resolve for many years. The primary concern of this study is to examine the problems of the CPD program of Korean medical doctors and to suggest practical guidelines to resolve such barriers. The findings show that the major barrier for improving CPD program is the lack of total quality management. Such lack came from insufficient manpower to plan, execute, and evaluate the CPD programs. The insufficient financial support aggravated the situation. In order to enhance the CPD program, various problems in planning, executing, evaluation stage must be dealt. Specific plans and resolutions in each stage have been suggested.