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Relevant bibliographies by topics / Family medicine – Study and teaching (Continuing education) – Swaziland

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Academic literature on the topic 'Family medicine – Study and teaching (Continuing education) – Swaziland'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Family medicine – Study and teaching (Continuing education) – Swaziland"

1

Alshammary, Sami Ayed, Savithiri Ratnapalan, and Zekeriya Akturk. "Continuing medical education as a national strategy to improve access to primary care in Saudi Arabia." Journal of Educational Evaluation for Health Professions 10 (August 31, 2013): 7. http://dx.doi.org/10.3352/jeehp.2013.10.7.

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The purpose of this study was to describe the development, implementation, and evaluation of an educational program in family medicine for general practitioners in Saudi Arabia from 2009 to 2011. A continuing medical education program called Family Medicine Education (FAME) was developed with 7 modules each consisting of 12-14 hours of teaching to be delivered in 3 day blocks, over 45 days. Twenty percent (2,761) of all general practitioners participated in the FAME program. Initial assessment of the program showed significant improvement of knowledge from scores of 49% on a pre-test to 89% on

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2

Jaunay, Louis-Baptiste, Philippe Zerr, Lino Peguin, et al. "Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial." Journal of Medical Internet Research 21, no. 11 (2019): e12669. http://dx.doi.org/10.2196/12669.

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Background Continuing medical education is important but time-consuming for general practitioners (GPs). Current learning approaches are limited and lack the ability to engage some practitioners. Serious games are new learning approaches that use video games as engaging teaching material. They have significant advantages in terms of efficiency and dissemination. Objective The aim of this study was to create a serious game and to evaluate it in terms of effectiveness and satisfaction, comparing it with a traditional method of continuing education—article reading. Methods We produced a prototype

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3

Lefebvre, Cedric W., Brian Hiestand, Michael C. Bond, et al. "Increasing Faculty Attendance at Emergency Medicine Resident Conferences: Does CME Credit Make a Difference?" Journal of Graduate Medical Education 5, no. 1 (2013): 41–45. http://dx.doi.org/10.4300/jgme-d-12-00030.1.

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Abstract Background Faculty involvement in resident teaching events is beneficial to resident education, yet evidence about the factors that promote faculty attendance at resident didactic conferences is limited. Objective To determine whether offering continuing medical education (CME) credits would result in an increase in faculty attendance at weekly emergency medicine conferences and whether faculty would report the availability of CME credit as a motivating factor. Methods Our prospective, multi-site, observational study of 5 emergency medicine residency programs collected information on

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4

Alavi, Mustafa, and Katherine Margo. "Selected Abstracts From the Proceedings of the 2015 Society of Teachers of Family Medicine (STFM) Conference on Medical Student Education." PRiMER 3 (February 5, 2019). http://dx.doi.org/10.22454/primer.2019.564543.

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The Society of Teachers of Family Medicine (STFM; http://www.stfm.org) is a community of professionals devoted to teaching family medicine through undergraduate, graduate, and continuing medical education. This multidisciplinary group of physicians, educators, behavioral scientists, and researchers works to further STFM’s mission of improving the health of all people through education, research, patient care, and advocacy. The STFM held its 41st Conference on Medical Student Education in Atlanta, Georgia from February 5-8, 2015. The conference this year was met with record attendance and stude

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Dissertations / Theses on the topic "Family medicine – Study and teaching (Continuing education) – Swaziland"

1

Mathunjwa, Murmly D. "A continuing education programme for family nurse practitioners in Swaziland." Thesis, 2000. http://hdl.handle.net/10500/18167.

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Text in English<br>In Swaziland, family nurse practitioners (FNPs) are professional nurses who have undergone preparation as general nurse, midwife and FNP. These nurses play an important role in the delivery of primary health care (PHC). Family nurse practice is an evolving concept introduced in Swaziland in 1979. It is a means of exploring nursing roles and primary health care services for deployment in under-served areas and to enable nurses to serve as the primary providers of health care services in clinics, health centres and in the outpatient departments of hospitals. Changing respons

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Books on the topic "Family medicine – Study and teaching (Continuing education) – Swaziland"

1

Attwood, M. Professional development: A guide for general practice. 2nd ed. Blackwell, 2005.

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The condensed curriculum guide: For GP training and the new MRCGP. Royal College of General Practitioners, 2007.

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Rutt, G. A. A toolkit for trainer appraisal and development. Royal College of General Practitioners, 2003.

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Family Medicine (The National Medical Series for Independent Study). Lippincott Williams & Wilkins, 1999.

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(Editor), Robin While, and Margareth Attwood (Editor), eds. Professional Development: A Guide for General Practice. Blackwell Publishers, 2000.

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David, Pendleton, and Hasler John, eds. Professional development in general practice. Oxford University Press, 1996.

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A Study of Doctors: Mutual selection and the evaluation of results in a training programme for family doctors. Routledge, 2001.

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(Contributor), Sue Bacon, Peter Baskett (Contributor), A. Belbin (Contributor), et al., eds. Professional Development: A Guide for Primary Care. 2nd ed. Blackwell Publishing Limited, 2006.

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General practitioner education: UK and Nordic perspectives. Springer-Verlag, 1992.

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(Foreword), Mayur Lakhani, and John Sandars (Editor), eds. E-Learning for GP Educators. Radcliffe Publishing Ltd, 2006.

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