Thank you for visiting this blog. Please don't hesitate to contact us if you find error/s. We would appreciate your comment to improve your experience in this blog.


0906P - IDEAS FOR A CONTINUING MEDICAL EDUCATION SECTION IN A GENERAL MEDICAL JOURNAL

Paper by Professor Omar Hasan Kasule King Fahd Medical City Faculty of Medicine Riyadh


1.0 Overview
In an era of increasing specialization in medicine accompanied by emergence of specialist journal, questions may arise about the relevance of a generalist medical journal like the British Medical Journal, the New England Medical Journal, the Lancet, the Journal of the American Medical Association and others. These questions prompt us to rethink the roles and contents of such journals. One way of reinventing themselves would be for these journals to focus on continuing medical education of medical practitioners.

In the following paragraph are described examples of CME issues that can be included in a CME section of the generalist journal. These are mainly diagnostic problems using a minimum of clinical or investigational data. The data is asked to select the most likely diagnosis out of 5 alternatives.

2.0 Examples of diagnostic quizzes
2.1 Internal medicine clinical diagnostic quizzes
A clinical scenario is presented in 100-150 words as presenting history, medical examination, radiological as well laboratory investigation and where relevant response to specific therapy

2.2 Imaging quizzes
A brief clinical background is given to accompany 1-3 images (x-ray, MRI, CT scans).

2.3 ECG tracings
A brief clinical description is accompanied by one or several ECG tracings.

2.4 Histology quiz
One or several related histological slides are presented with a brief clinical history

2.5 Hematology quiz
Blood films (thick and thin) representing various diagnostic categories will be presented.

2.6 Spot diagnosis
Photos of skin conditions of special facies are presented with / without socio-demographic or clinical data

2.7 Clinical chemistry
A brief clinical history is accompanied by laboratory data some of which may be made deliberately irrelevant.

3.0 Sources of the quiz material
3.1 Material for the quizzes can be contributed by readers and editorial advisors who are in clinical practice. The submission should consist of the background, high-quality graphics, and 5 alternative choices. A CME committee within the journal will check the submission for accuracy and for the degree of hardness appropriate for earning CME points.

3.2 The material can also be sourced from organizations such as ACP that produce standardized medical examinations. Some copyright fees may have to be paid.

4.0 Award of CME credit
4.1 Readers who want to earn CME points will have to register online and provide personal identifying information. They will then be provided with a password that they can use to submit their responses. Correct answers as well as CME points earned will be sent by e-mail within a short period.

4.2 A local or international CME organization will be approached to award CME credit. The mechanisms and details will be worked out in negotiations. Recipients of the award may have to pay some fees.



Video


Writings of Professor Omar Hasan Kasule, Sr








This section provides thoughts in Islamic Epistemology and Curriculum Reform.
This section covers motivation of a medical student and development of personal skills: social, intellectual, professional behavior etc. It also equips the medical student with leadership skills that will be required of him as a future physician.




New Items

This section contains monthly e-newsletter presents the most recent developments in the fields of Islamic epistemology and educational curriculum reform summarized from books, journals, websites, interviews, and academic proceedings (conferences, seminars, and workshops). We also accept original contributions of less than 500 words...










Recent Uploads


This section provides inter-disciplinary books authored by renowned scholars.

This section contains different e-journals.