Changing Physician Performance: A Systematic Review and Meta-Analysis (75 years 1950-2024) of the Effect of Continuing Medical Education Strategies, Continuous Professional Development and knowledge Translation
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Introduction
Medical education has always been considered an essential component for improving the knowledg and performance of physicians and medical assistants. However, this education must be carried out continuously t update the knowledge of physicians and improve their performance. Various strategies are used to achieve this goal, the most important of which are CME, CPD, and CBME strategies. This study aimed to investigate the effect of using these strategies on improving the performance of physicians in the world using a systematic review method.
Methods
This study was conducted using a systematic review method on the effect of educational strategies o improving the performance of physicians in the world. Accordingly, all relevant articles published between 195 and 2024 were extracted and reviewed through a search in the scientific databases PubMed/Medline, Web of Science, ProQuest, and Scopus. The quality of the articles was assessed using the CONSORT checklist an Newcastle-Ottawa Scale.
Results
twenty articles conducted between 1993 and 2024 were included in the systematic review process. According to the findings, providing continuing education based on CME, CPD, CBME, and knowledge translatio strategies positively affected the knowledge, skills, and performance of physicians and medical assistants i providing health services. This can be used to train medical students and practicing physicians on an ongoing basis.
Conclusion
Medical education using CME, CPD, and CBME strategies can improve physicians’ knowledge and performance, and subsequently increase job satisfaction, self-efficacy, communication skills, medical knowledge, performance, and skill. However, individual, structural, and content limitations that can prevent success in learnin and training programs should be considered and addressed.
