PDF(Pubmed)
Abstract：
BACKGROUND: Aimed at bridging the gap in continuing medical education (CME) resource availability in low- and middle-income countries (LMICs), the \"Continuing Medical Education on Stick\" (CMES) program introduces two technological solutions: a universal serial bus (USB) drive and the CMES-Pi computer facilitating access to monthly updated CME content without data cost. Feedback from users suggests a lack of content on tropical infectious diseases (IDs) and content from a Western perspective, which may be less relevant in LMIC settings.
METHODS: This quality improvement project was intended to identify areas for improvement of the CMES database to better meet the educational needs of users. We compared the CMES content with the American Board of Emergency Medicine (ABEM) Exam content outline to identify gaps. The curriculum map of the CMES library, encompassing content from 2019 to 2024, was reviewed. An anonymous survey was conducted among 47 global users to gather feedback on unmet educational needs and suggestions for content improvements. All healthcare workers who were members of the CMES WhatsApp group were eligible to participate in the survey.
RESULTS: The curriculum map included 2,572 items categorized into 23 areas. The comparison with the ABEM outline identified gaps in several clinical areas, including procedures, traumatic disorders, and geriatrics, which were represented -5%, -5%, and -4% in the CMES library compared with the ABEM outline, respectively. Free responses from users highlighted a lack of content on practical skills, such as electrocardiogram (ECG) interpretation and management of tropical diseases. Respondents identified emergency medical services (EMS)/prehospital care (81%), diagnostic imaging (62%), and toxicology/pharmacology (40%) as the most beneficial areas for clinical practice. In response to feedback from users, new content was added to the CMES platform on the management of sickle cell disease and dermatologic conditions in darkly pigmented skin. Furthermore, a targeted podcast series called \"ID for Users of the CMES Program (ID4U)\" has been launched, focusing on tropical and locally relevant ID, with episodes now being integrated into the CMES platform.
CONCLUSIONS: The project pinpointed critical gaps in emergency medicine (EM) content pertinent to LMICs and led to targeted enhancements in the CMES library. Ongoing updates will focus on including more prehospital medicine, diagnostic imaging, and toxicology content. Further engagement with users and education on utilizing the CMES platform will be implemented to maximize its educational impact. Future adaptations will consider local relevance over the ABEM curriculum to better serve the diverse needs of global users.
METHODS: This quality improvement project was intended to identify areas for improvement of the CMES database to better meet the educational needs of users. We compared the CMES content with the American Board of Emergency Medicine (ABEM) Exam content outline to identify gaps. The curriculum map of the CMES library, encompassing content from 2019 to 2024, was reviewed. An anonymous survey was conducted among 47 global users to gather feedback on unmet educational needs and suggestions for content improvements. All healthcare workers who were members of the CMES WhatsApp group were eligible to participate in the survey.
RESULTS: The curriculum map included 2,572 items categorized into 23 areas. The comparison with the ABEM outline identified gaps in several clinical areas, including procedures, traumatic disorders, and geriatrics, which were represented -5%, -5%, and -4% in the CMES library compared with the ABEM outline, respectively. Free responses from users highlighted a lack of content on practical skills, such as electrocardiogram (ECG) interpretation and management of tropical diseases. Respondents identified emergency medical services (EMS)/prehospital care (81%), diagnostic imaging (62%), and toxicology/pharmacology (40%) as the most beneficial areas for clinical practice. In response to feedback from users, new content was added to the CMES platform on the management of sickle cell disease and dermatologic conditions in darkly pigmented skin. Furthermore, a targeted podcast series called \"ID for Users of the CMES Program (ID4U)\" has been launched, focusing on tropical and locally relevant ID, with episodes now being integrated into the CMES platform.
CONCLUSIONS: The project pinpointed critical gaps in emergency medicine (EM) content pertinent to LMICs and led to targeted enhancements in the CMES library. Ongoing updates will focus on including more prehospital medicine, diagnostic imaging, and toxicology content. Further engagement with users and education on utilizing the CMES platform will be implemented to maximize its educational impact. Future adaptations will consider local relevance over the ABEM curriculum to better serve the diverse needs of global users.
摘要：
背景：旨在弥合低收入和中等收入国家（LMICs）继续医学教育（CME）资源可用性的差距，“坚持继续医学教育”（CMES）计划引入了两种技术解决方案：通用串行总线（USB）驱动器和CMES-Pi计算机，无需数据成本即可访问每月更新的CME内容。用户的反馈表明，从西方角度来看，缺乏有关热带传染病（ID）的内容和内容，这在LMIC设置中可能不太相关。
方法：此质量改进项目旨在确定CMES数据库的改进领域，以更好地满足用户的教育需求。我们将CMES内容与美国急诊医学委员会（ABEM）考试内容大纲进行了比较，以确定差距。CMES图书馆的课程图，涵盖2019年至2024年的内容，进行了审查。在47名全球用户中进行了一项匿名调查，以收集有关未满足的教育需求和内容改进建议的反馈。CMESWhatsApp小组的所有医护人员都有资格参加调查。
结果：课程图包括2,572个项目，分为23个区域。与ABEM大纲的比较确定了几个临床领域的差距，包括程序,创伤性疾病,和老年医学，占-5%，-5%,与ABEM大纲相比，CMES库中的-4%，分别。用户的免费回复强调了缺乏实用技能的内容，例如心电图（ECG）解释和热带疾病的管理。受访者确定了紧急医疗服务(EMS)/院前护理(81%)，诊断成像（62%），和毒理学/药理学（40％）是临床实践中最有益的领域。为了响应用户的反馈，CMES平台增加了有关镰状细胞病和深色皮肤皮肤病管理的新内容.此外，一个名为“CMES计划用户ID（ID4U）”的有针对性的播客系列已经启动，专注于热带和当地相关的身份证，剧集现在被集成到CMES平台中。
结论：该项目查明了与LMICs相关的急诊医学（EM）内容的关键差距，并导致了CMES库的针对性增强。正在进行的更新将侧重于包括更多的院前医学，诊断成像,和毒理学内容。将实施与用户的进一步接触和利用CMES平台的教育，以最大限度地提高其教育影响。未来的改编将考虑ABEM课程的本地相关性，以更好地满足全球用户的多样化需求。
方法：此质量改进项目旨在确定CMES数据库的改进领域，以更好地满足用户的教育需求。我们将CMES内容与美国急诊医学委员会（ABEM）考试内容大纲进行了比较，以确定差距。CMES图书馆的课程图，涵盖2019年至2024年的内容，进行了审查。在47名全球用户中进行了一项匿名调查，以收集有关未满足的教育需求和内容改进建议的反馈。CMESWhatsApp小组的所有医护人员都有资格参加调查。
结果：课程图包括2,572个项目，分为23个区域。与ABEM大纲的比较确定了几个临床领域的差距，包括程序,创伤性疾病,和老年医学，占-5%，-5%,与ABEM大纲相比，CMES库中的-4%，分别。用户的免费回复强调了缺乏实用技能的内容，例如心电图（ECG）解释和热带疾病的管理。受访者确定了紧急医疗服务(EMS)/院前护理(81%)，诊断成像（62%），和毒理学/药理学（40％）是临床实践中最有益的领域。为了响应用户的反馈，CMES平台增加了有关镰状细胞病和深色皮肤皮肤病管理的新内容.此外，一个名为“CMES计划用户ID（ID4U）”的有针对性的播客系列已经启动，专注于热带和当地相关的身份证，剧集现在被集成到CMES平台中。
结论：该项目查明了与LMICs相关的急诊医学（EM）内容的关键差距，并导致了CMES库的针对性增强。正在进行的更新将侧重于包括更多的院前医学，诊断成像,和毒理学内容。将实施与用户的进一步接触和利用CMES平台的教育，以最大限度地提高其教育影响。未来的改编将考虑ABEM课程的本地相关性，以更好地满足全球用户的多样化需求。
