Cargando…

Randomised controlled trial of online continuing education for health professionals to improve the management of chronic fatigue syndrome: a study protocol

INTRODUCTION: Chronic fatigue syndrome (CFS) is a serious and debilitating illness that affects between 0.2%–2.6% of the world’s population. Although there is level 1 evidence of the benefit of cognitive behaviour therapy (CBT) and graded exercise therapy (GET) for some people with CFS, uptake of th...

Descripción completa

Detalles Bibliográficos
Autores principales:	Li, Sophie H, Sandler, Carolina X, Casson, Sally M, Cassar, Joanne, Bogg, Tina, Lloyd, Andrew R, Barry, Benjamin K
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	BMJ Open 2017
Materias:	Medical Education and Training
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5541332/ https://www.ncbi.nlm.nih.gov/pubmed/28495811 http://dx.doi.org/10.1136/bmjopen-2016-014133

Ejemplares similares

Continuing professional development requirements for UK health professionals: a scoping review
por: Karas, Marek, et al.
Publicado: (2020)

Effectiveness of simulation in psychiatry for initial and continuing training of healthcare professionals: protocol for a systematic review
por: Piot, Marie-Aude, et al.
Publicado: (2018)

Professionalism dilemmas, moral distress and the healthcare student: insights from two online UK-wide questionnaire studies
por: Monrouxe, Lynn V, et al.
Publicado: (2015)

Real-world evidence for postgraduate students and professionals in healthcare: protocol for the design of a blended massive open online course
por: Meinert, Edward, et al.
Publicado: (2018)

Integration of sex and gender in a continuing professional development course on diabetes and depression: a mixed methods feasibility study
por: Deom Tardif, Alèxe, et al.
Publicado: (2022)

Doctors’ engagement with a formal system of continuing professional development in Ireland: a qualitative study in perceived benefits, barriers and potential improvements
por: Hanlon, Holly Rose, et al.
Publicado: (2021)

Use of a 2-year continuing professional development programme to change Japanese physicians’ attitudes to learning primary care: a qualitative study
por: Seki, Masayasu, et al.
Publicado: (2022)

eTRIO trial: study protocol of a randomised controlled trial of online education modules to facilitate effective family caregiver involvement in oncology
por: Juraskova, Ilona, et al.
Publicado: (2021)

Effectiveness of traditional lectures and case methods in Swedish general practitioners’ continuing medical education about COPD: a cluster randomised controlled trial
por: Sandelowsky, Hanna, et al.
Publicado: (2018)

Longitudinal impact of preregistration interprofessional education on the attitudes and skills of health professionals during their early careers: a non-randomised trial with 4-year outcomes
por: Darlow, Ben, et al.
Publicado: (2022)

The MSc Psychiatry at Cardiff University: Introduction of New Modules Further Supporting Continuing Professional Development in Psychiatry
por: Hassoulas, Athanasios
Publicado: (2022)

Does a fall prevention educational programme improve knowledge and change exercise prescribing behaviour in health and exercise professionals? A study protocol for a randomised controlled trial
por: Tiedemann, A, et al.
Publicado: (2014)

Cadaveric simulation versus standard training for postgraduate trauma and orthopaedic surgical trainees: protocol for the CAD:TRAUMA study multicentre randomised controlled educational trial
por: James, Hannah K, et al.
Publicado: (2020)

Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial
por: McCarthy, Nora, et al.
Publicado: (2023)

Evaluation of learning from Practical Obstetric Multi-Professional Training and its impact on patient outcomes in Australia using Kirkpatrick’s framework: a mixed methods study
por: Kumar, Arunaz, et al.
Publicado: (2018)

How and why educational interventions work to increase knowledge of delirium among healthcare professionals in nursing homes: a protocol for a realist review
por: Molitor, Vincent, et al.
Publicado: (2023)

Professionals’ perspectives on factors affecting GP trainees’ patient mix: results from an interview and focus group study among professionals working in Dutch general practice
por: de Bever, Sarah, et al.
Publicado: (2019)

Have restricted working hours reduced junior doctors’ experience of fatigue? A focus group and telephone interview study
por: Morrow, Gill, et al.
Publicado: (2014)

General practice residents’ perspectives on their professional identity formation: a qualitative study
por: Barnhoorn, Pieter C, et al.
Publicado: (2022)

Uncovering cynicism in medical training: a qualitative analysis of medical online discussion forums
por: Peng, Jenny, et al.
Publicado: (2018)

Preclinical medical students’ understandings of academic and medical professionalism: visual analysis of mind maps
por: Janczukowicz, Janusz, et al.
Publicado: (2017)

Top-cited articles in medical professionalism: a bibliometric analysis versus altmetric scores
por: Azer, Samy A, et al.
Publicado: (2019)

Entrustable professional activities in postgraduate general surgery training: a scoping review protocol
por: Nel, Daniel, et al.
Publicado: (2023)

Impact of armed conflict on health professionals’ education and training in Syria: a systematic review
por: Bdaiwi, Yamama, et al.
Publicado: (2023)

Chinese Obstetrics & Gynecology journal club: a randomised controlled trial
por: Tsui, Ilene K, et al.
Publicado: (2016)

The current provision of community-based teaching in UK medical schools: an online survey and systematic review
por: Lee, Sandra W W, et al.
Publicado: (2014)

Trainee perceptions of resident duty hour restrictions: a qualitative study of online discussion forums
por: Dehmoobad Sharifabadi, Anahita, et al.
Publicado: (2022)

Pain education in pre-registration professional health courses: a protocol for a scoping review
por: Thompson, Kate, et al.
Publicado: (2016)

Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis
por: Fontaine, Guillaume, et al.
Publicado: (2019)

Mindfulness-based programme for residents: study protocol of a randomised controlled trial
por: Aeschbach, Vanessa Marie-Jane, et al.
Publicado: (2020)

Protocol for a mixed-methods evaluation of a massive open online course on real world evidence
por: Meinert, Edward, et al.
Publicado: (2018)

Knowledge about epilepsy among health professionals: a cross-sectional survey in São Paulo, Brazil
por: Vancini, Rodrigo Luiz, et al.
Publicado: (2012)

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals
por: Mogre, Victor, et al.
Publicado: (2016)

Long-term contribution of international electives for medical students to professional identity formation: a qualitative study
por: Hayashi, Mikio, et al.
Publicado: (2020)

Diversity in health professional education scholarship: a document analysis of international author representation in leading journals
por: Buffone, Brittany, et al.
Publicado: (2020)

Assessment of core teaching competency of health professional educators in Ethiopia: an institution-based cross-sectional study
por: Dejene, Daniel, et al.
Publicado: (2022)

Levelling the learning ground for healthcare professionals across the world through SIMBA: a mixed-methods study
por: Malhotra, Kashish, et al.
Publicado: (2023)

Multistakeholder perspectives on the strengthening and embedding of mandatory continuing medical education in Georgia: a qualitative study
por: Ruadze, Ekaterine, et al.
Publicado: (2021)

Educating professionals to support self-management in people with asthma or diabetes: protocol for a systematic review and scoping exercise
por: McCleary, Nicola, et al.
Publicado: (2016)

A mixed-methods study of challenges and benefits of clinical academic careers for nurses, midwives and allied health professionals
por: Trusson, Diane, et al.
Publicado: (2019)

Cannot write session to /tmp/vufind_sessions/sess_i20db7lefn10ll4vmmjdeg012a