Iranian Journal of Medical Education
Year:2007 | Volume:7 | Issue:1 (17)|Papers Count:25

Introduction: Using logbooks in different sections of medical education has been helpful in investigating the educational status of medical students. In order to identify the educational status of clerkship students in pediatric ward, this study was designed to determine the condition of education as well as practical works of clerkship students based on their logbooks in Shiraz University of Medical Sciences.Methods: In this descriptive cross-sectional study, medical students’ logbooks of a three month pediatric clerkship filled by 45 students in 2005, were studied and statistically analyzed. Clerkship students in pediatric ward received a handbook containing a list of diseases and procedures, and reported them based on their exposure as observation in morning classes or having a role in the treatment of the disease. The Mean of the frequency of observations in each part was analyzed by SPSS software.Results: In pediatric ambulatory clinic, neonates emergency, pediatric emergency and pediatric general ward, 60.73% of the diseases mentioned in the list, were observed by students. In subspecialty wards, 18.16% of diseases were observed by students. Almost 59% of all procedures had been performed by each student.Conclusion: logbooks are suitable means for evaluation of educational status and are able to determine the acquired experiences in educational courses and reveal the deficiencies in learning process. In this study there was a major difference between students’ familiarity with educational subheadings in specialty and subspecialty wards which is necessary to consider. Applying this method in evaluation of medical students’ educational status is recommended.

Introduction: Clinical rounds as one of the clinical teaching methods may cause adverse effects on patients; and the medical team is able to report such problems. The purpose of this study was to determine the effects of clinical rounds on patients from medical teams' points of view.Methods: This descriptive cross-sectional study was conducted on 150 members of clinical care team including clerkship and internship students and nurses who were selected through convenient sampling method in educational hospitals affiliated to Isfahan Medical University. A questionnaire containing demographic features, items asking the medical team's viewpoint about the method of running medical rounds, the list of events experienced by the patient, and medical team opinions regarding the patients' feelings toward the manner of clinical round was distributed as self-administered. The data was analyzed by SPSS software using frequency distribution, mean and standard deviation, and the comparisons were made by ANOVA.Results: The medical team believed that patients had the most satisfaction from performing procedures by interns and residents, precision and follow up in therapeutic affairs, general outcome of hospitalization, and the duration of visits. Their least satisfaction was about the number of examiners, the duration of patient's encounter with the main physician, explanation about the disease and taking the patient’s opinion into account in decision making.Conclusion: Based on the medical team's opinion, the current method of clinical rounds may cause dissatisfaction in patients and result in undesirable consequences. Revision and reforming the current situation of rounds can lead to the improvement of this process.

Introduction: Computer Assisted Instruction has been used widely in nursing and medical education. The aim of this study was to determine the effect of computer assisted instruction in comparison with demonstration on learning vital signs measurement in nursing students. Methods: In this quasi-experimental study, all first year nursing students in nursing school of Tabriz (n=30), participated in a pretest assessing their knowledge in measuring vital signs, and based on the achieved scores, were divided randomly into two control and experiment groups (15 subjects in each group). The experiment group received education on vital signs measurement procedure using computer assisted instruction in three sessions. Each session lasted for 2 hours and there was a week interval between the sessions. The control group received education under almost similar circumstances, using demonstration method. In the fourth session, all the students of both groups took the knowledge post-test with the same questions as the pretest. The comparisons were made using Mann- Whitney and Wilcoxon tests by SPSS software. Results: Mean and standard deviation of achieved scores on pre-test and post-test for experiment group were 19.8 ±4.3 and 34.73±3.03, and for control group they were 22±5.8 and 33. 73±4.97, respectively. Although there was a significant improvement in post-test scores compared with pre-test in both groups, no significant difference was observed between the post-test scores of the two groups. Conclusion: Computer assisted instruction as an independent educational method, can improve learning in cognitive domain in nursing students the same as demonstration method. Therefore, computer assisted instruction can be used for the enrichment of nursing education programs.

Introduction: Traditional teaching methods used in medical education are not able to respond to the rapid changes and growth of information as well as continuous change in educational needs of societies. This study was performed to compare the effect of two teaching approaches, lecture and e-learning on learning outcomes of mother and child health course in nursing students of Tehran Medical University.Methods: This quasi-experimental study was performed on all third semester nursing students who had passed mother and child health course in 2006 (N=32).It was a one group two-shot study. During the first four weeks, the students received traditional education and during the second four weeks they studied the rest of the subject matter using an on-line learning method. At the end of the course, the students' opinion toward the educational methods was asked using a questionnaire. An exam that covered the content of the 4- week block was also administered. Analysis of data was done by SPSS software using mean, standard deviation, and t-test.Results: The learning outcomes in both groups were similar. Based on the students' opinion about two teaching methods, e-learning was more effective on "their capability to use the method" and "independence in using the method", and lecture was better than e-learning in "the effect on learning" and "motivation".Conclusion: E-learning can be used for teaching some nursing courses. It is recommended to use e-learning method with considering appropriate interactive and more attractive virtual environments to motivate students.

Introduction: To analyze patients' problems and make an appropriate care plan, nursing students need a deep and meaningful learning. Therefore, it is better to choose educational methods which are capable of educating nursing students in such learning level. The aim of this study was to compare the effect of concept mapping and integration model on nursing students' learning in nursing process course.Methods: In a quasi-experimental study with two groups, pre-test post-test design, 45 second semester nursing students were selected through convenient sampling method and randomly divided into two experiment and control groups. After pretest, control and experiment groups received education using integration method and concept mapping, respectively, for 10 sessions during 2 months. Then, they took the post-test. For gathering data, an achievement test consisted of two parts was used which evaluated students’ knowledge and meaningful learning in nursing process course. The results were analyzed using chi-square test, independent and paired t-tests by SPSS software. Results: Both educational strategies were useful in enhancing students' knowledge and meaningful learning. But, the mean difference of pre and post tests in meaningful learning had a significant difference between the two groups.Conclusion: Considering the effect of concept mapping method on students’ meaningful learning, it is recommended to employ this method in teaching courses which require a deep learning and high level of understanding the content.

Introduction: Evaluating the knowledge and practice of newly graduated midwifery students can reflect to some extent the results of midwifery educational planning. This study was done to assess knowledge and practice of newly graduated midwives in Normal Vaginal Delivery (NVD) in hospitals affiliated to Medical Sciences Universities in Tehran.Methods: In a survey study, all newly graduated midwives (n=30) employed in hospitals affiliated to Medical Universities in Tehran and graduated in the past two years were selected through census sampling method. A self-administered questionnaire containing 40 multiple-choice questions for measuring knowledge was completed by midwives. Then the practice of midwives while performing normal vaginal delivery and episiotomy was observed using a 109 item checklist. The data was analyzed by SPSS software using frequency distribution, mean and standard deviation. Pearson Correlation Coefficient was used to measure the correlation between knowledge and practice scores, and age and experience of midwives.Results: Most of the subjects had an average knowledge (90%) and desirable practice in all stages of NVD including first stage (60%), second stage (73.3%) third stage (73.3%) and forth stage (60%). In immediate care of the new born 86.7% and in episiotomy 80% had a desirable practice.Conclusion: This study showed that graduated midwives were competent enough to perform a safe normal vaginal delivery.

Introduction: Controversial reports are available about the relationship between students’ self-esteem, and their academic achievement and general health. Since these reports are mainly based on studies in high school students, this study was performed to determine the relationship between self-esteem, general health and academic achievement in students of Shiraz University of Medical Sciences.Methods: In a cross-sectional study, a sample of 512 students (168 male and 344 female) from 8 schools were randomly selected through multistage random sampling during autumn 2005. Data was gathered by demographic and achievement questionnaire, Copper-Smith inventory (for assessing self-esteem) and Goldberg Health Questionnaire (to assess general health). The results were analyzed by SPSS-13 using descriptive statistics, Pearson correlation, t-test, ANOVA and multiple regressions.Results: The mean score and standard deviation for self-esteem were 17.6±4.6 (out of 25), for general health were 20.9±4.13 (out of 84) and average grade point was 15.6±1.6 (out of 20). There were no significant correlations between self-esteem, and achievement. A significantly negative correlation between self-esteem and general health was seen (r=-0.59). However, the difference between probationary and nonprobationary students; in terms of self-esteem and general health was significant. Predictive factors for grade point average were sex, residence, and being in probation.Conclusion: There was not a strong correlation between students’ academic achievement and their general health and self-esteem, but, self-esteem and general health were correlated. It seems that students’ academic achievement is influenced by other factors.

Introduction: Employing management skills directs staff performance. This study was done to determine the effects of management development programs by learning groups’ technique, on the leadership styles of nurse managers as well as staff nurse empowerment.Methods: A pre-experimental study was performed as one-group with pre and post-test in a teaching hospital in Tehran during the year 2004. All nurse managers (n=20) and staff nurses (n=111) in that hospital participated in the study. The Leadership Behavior Description Questionnaire (LBDQ) and Workplace Empowerment Questionnaire were used for measuring leadership styles and staff empowerment before and one month after intervention. Learning groups were formed through discussion sessions about managerial behavior in case scenarios which had happened in that hospital. The data analysis using descriptive statistics, Paired T, and Mc Nemar was done by SPSS.Results: The Comparative analysis showed that nurse managers rated their own leadership styles similarly before and after intervention, while from staff nurses’ viewpoints, it significantly changed. Also, there was a difference between staff empowerment before and after intervention.Conclusion: The management development program with applying "Learning- Groups" method will change leadership behavior in nurse managers and this positive effect could be approved by staff nurses and promote their empowerment. Thus, this method is recommended.

Introduction: Performing medication dosage calculations is one of the responsibilities of the nurses failure in which may lead to crucial threats for patients. The aim of this study was to determine the effects of two methods of lecture and work in small groups on nursing students' skills in mathematical calculation of medication dosage.Methods: In an experimental study performed as two groups, pre and post-test, all nursing students in their second semester or more, studying in Shahid Sadouqi university of Yazd (n=85), were selected. They were divided randomly into two control and experiment groups and the mathematical skills, necessary for performing medication dosage calculation, were taught to them through lecture and work in small groups, respectively. Before the education and a week after that, the students’ skills were examined using a medication dosage calculation test.Results: Most students had low skills in medication dosage calculation. The mean scores of medication dosage calculations in the two groups increased significantly after the education. The mean of the scores differences, before and after the education were 1.95±1.22 and 2.03±1.36 in lecture group and small group education, respectively, which showed no significant difference between the two groups.Conclusion: Both educational methods had positive and also similar effects on enhancing students' skills in performing medication calculations. It is recommended to employ both of them for training this skill.

Introduction: Assessing educational needs and prioritizing them is the first step in planning. Evaluation of current Continuing Medical Education (CME) programs according to the general physicians' points of view is essential for quality improvement and increasing their efficacy and effectiveness. This study aimed to determine the educational priorities of general physicians (GPs) and the degree of concordance of demands with the programs presently offered in Jondishapour University of Medical Sciences.Methods: In this descriptive study, on the educational needs of general physicians of Khouzestan province, a population of 300 GPs were investigated (2004) by means of questionnaire covering the various diseases; and the results were compared with the allocated time to the current presented programs in the same year. Results: The GPs mainly ranked "internal diseases" their highest priority with a mean of 2.05, and the last priority belonged to "infectious diseases" with a mean of 1.75 out of 3. The most time allocated to CME programs for GPs was spared to "pediatric disease" with 36.63% hours and the least to "Ophthalmology" with 0.31% hours.Conclusion: The most time allocated to a great number of the medical issues did not show any concordance with the GPs' educational needs. Therefore, it is suggested that the "needs assessment" procedure be done for more quality improvement in continuing medical education with a higher efficacy and effectiveness.

Introduction: As world population gets older, caring for the elderly becomes one of the most important and challenging duties of health care system. This study was done to describe the educational needs of the elderly hospitalized in acute care settings, based on health care team and patient’s actual experiences.Methods: Using phenomenological approach, participants were selected from a teaching hospital in Isfahan. A purposive sample of 8 nurses, 4 elderly patients and 2 physicians were interviewed in depth. Colaizzi’s analysis method guided the essential activities of the researchers.Results: Following analysis of transcribed interviews, emerging themes were categorized in major concepts and related sub concepts including: interaction with instruments and interventions, hospital self-awareness, mobility and activity, risks management, treatment discipline, accessible care and treatment.Conclusion: The concept of “education” in hospitalized elderly is a vast concept. Provision of adequate and timely information for the hospitalized elderly about expected outcomes and behaviors, physical condition and ways to get help in challenging situations can promote their cooperation in health care procedures. Through educating nurses and medical staff, the goals of “providing comprehensive elderly health care” and “improving nursing care quality” could be achieved.

Introduction: Students' scores on university entrance exam (Conquer) or their average scores are not appropriate criteria to recognize them as talented students. There have been limited studies concerning the comparison analysis of factors for selecting medical students as talented. This study was done to determine and prioritize the selection criteria for admitting students to the talented students' office.Methods: A group of 5 physicians having experience in medical education was established. Renzulli model was selected as the best descriptive model, then using brain-storming, the features of a talented student were identified. Based on Analytical Hierarchy Process (AHP), the questionnaires were designed and distributed among 21 experts. Using hierarchical analysis formula and by Excel software, the weight of each criterion was calculated. To define the weights of the sub-criteria, the detailed features of each criterion were determined and then, the total score of each sub-criterion was calculated by multiplying the score achieved in the first hierarchical analysis by the score attained in the second one.Results: Creativity had the maximum score (38%), being responsible and prominent, were in second place acquiring 31% of the total weight. The highest grades belonged to registration of invention (127), cooperation in writing books and articles (104), and having high rank in Olympiads (92), respectively. The educational status which previously was the only admission criterion was in the fourth position, after having high rank in Olympiads.Conclusion: The areas of creativity, responsibility and being prominent were the main criteria for talented students' admission and there was not any significant difference between their scores. The educational status had a less important role in the prioritization system of this study. It seems that a student is required to have the three main criteria to be recognized as talented.

Introduction: Identifying faculty members' skills and their educational needs in teaching is necessary for planning faculty development programs. This study was designed to determine faculty members' educational needs and their skills concerning teaching methods during teaching medical clerkship and internship courses in order to coordinate the content of educational workshop according to their needs.Methods: In a descriptive study, 108 faculty members teaching clerkship and internship courses in Isfahan University of Medical Sciences were selected by random stratified sampling and completed a 16 item questionnaire as self-administered. The questionnaire was about their skills and educational needs in teaching methods of clinical internship and clerkship courses. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, and linear regression.Results: Faculty members had educational needs in all 16 areas under investigation. They considered their skills at proficiency level in implementation but low level in using evaluation feed-back for improving performance, video recording and making educational films. Their most important priorities for education were information resources and full-text journals, clinical skills evaluation, and using evaluation results for identifying their weaknesses in teaching. The results showed no significant relationship between the subjects' skills and educational needs, and their demographic characteristics.Conclusion: Although faculty members evaluated their skills almost at proficiency level in most areas, they needed more education. It seems that teaching methods and student assessment workshops have to be revised and the content of the workshops should be designed according to the needs of the faculty members. It is also recommended to use different educational methods such as workshops, books and pamphlets, self learning materials, and educational films to respond to faculty members' educational needs.

Introduction: Recognizing the strengths and weaknesses of schools through comparison of their educational services status, is one of the effective ways in determining their present situations. In other words, educational ranking of institutions and introducing the best models, is the requisite for short-term and longterm planning's regarding qualitative and quantitative improvement of schools. The aim of this study was to develop a tool for studying the qualitative and quantitative status of educational services in nursing schools and ranking them through this tool.Methods: In a survey study, a set of criteria for investigating educational services was developed based on a tree diagram model. Then, the weight of these criteria was determined through consensus making method. A representative from each school was introduced to complete the questionnaire. Through visiting the schools, the data was completed and revised. Subsequently, the score of every individual school was estimated for each criterion. Computer software was exploited to perform the final analysis.Results: In order to investigate the educational services provided in nursing education, a set of more than 60 criteria and indicators in three subsets of input, process, and output were designed and their weights were also determined. The first rank belonged to nursing discipline in School of Nursing and Midwifery of Isfahan University of Medical Sciences with the score of 65.15 out of 100; School of Nursing and Midwifery of Tehran University of Medical Sciences with the score of 62.59 out of 100 owned the secon rank; and the third rank belonged to School of Nursing and Midwifery of Iran University of Medical Sciences with the score of 59.76 out of 100.Conclusion: Having this project carried out, the strengths and weaknesses of educational services provided in nursing field were defined, and presented to administrators and educational managers as a practical model for qualitative and quantitative improvements.

Introduction: Self-learning is an appropriate method for continuing medical education programs and has been used in many countries. In order to evaluate new method of self-learning in CME (Continuing Medical Education) programs, this study was conducted to determine the viewpoints of CME participants about the quality of books, questions, and teaching method of self-learning in Isfahan University of Medical Sciences.Methods: In a descriptive cross-sectional study, 3712 physicians among the ones participating in CME programs of Isfahan University of Medical Sciences in 2004-2005, were selected through census sampling. The data collection tool was a questionnaire containing demographic questions and 39 items asking about self-learning method, quality of the books and questions which was distributed along with the book at the time of registration for self-learning. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, t-test, ANOVA, and linear regression.Results: The mean and standard deviation of the participants' viewpoints toward self-learning teaching method, quality of books, and quality of questions were 3.96±0.39, 3.80±0.35 and 3.74±0.56 out of 5, respectively. The mean scores achieved by older participants were higher significantly.Conclusion: The results demonstrated the good quality of self-learning method, the provided books, and the designed questions. The physicians had a positive attitude toward this method. This teaching method is recommended to be used in other universities.

Introduction: Identifying factors which lead to academic achievement and impede academic failure, is of special importance. Some studies suggest that there is a direct relationship between self-esteem and educational achievement; however some experts doubt this direct relationship. This study was done to determine the correlation between academic achievement and self-esteem in rehabilitation students in Tehran University of Social Welfare & Rehabilitation.Methods: This research was a correlational study in which all bachelor rehabilitation students studying in the fields of occupational therapy, physiotherapy, or speech therapy in Tehran University of Social Welfare & Rehabilitation (n=88) were included. Students’ self-esteem was measured using Cooper Smith inventory containing 58 items and its relationship with students’ final scores was assessed.Results: Pearson correlation coefficient revealed a significant relationship between rehabilitation students’ self-esteem and their educational status (r= 0.36), but academic achievement had no relationship with the educational field, semester, gender, marital status, and living place.Conclusion: Students with higher self-esteem had a better educational status compared with those who had lower self-esteem. Thus, it may be possible to promote educational status by improving self-esteem through appropriate methods.

Introduction: Recognizing students' conceptions and feelings towards class culture and revealing class members' relationship are important for planning and making positive changes. This study was done to determine students’ views toward the class culture in Semnan University of Medical Sciences.Methods: In this descriptive study, 269 university senior students were investigated. The questionnaire of class culture (Stephen Robins) was used to gather the data. It included demographic information questions and also 8 questions about different aspects of class culture using 5 point Likert scale. Data was analyzed by SPSS software. For data analysis, frequency distribution, mean and standard deviation were used. Chisquare test was applied for determining the relationship between the variables.Results: Most of the students (63.6%) gave a score between 20 to 29 to the current class culture. Fifty one percent of medical students recognized class culture open with the score of 30 and higher. Most associate and bachelor students gave a score of 20-29 (border line) to the current class culture. The students believed that their classmates and teachers were not friendly and supportive. They mentioned that the teachers did not state their expectations clearly and did not foster a challenging learning atmosphere to encourage students for making questions. No significant relationship was observed between class culture, school and level of study.Conclusion: Most MS and medical students believed university class culture was open, warm and supportive. Concerning other majors, a border line culture was identified. More interactions between faculty members and students and using student-centered methods are recommended which can lead to more relationship between faculty members and students as well as between students themselves, and also can establish a friendly open culture in the class.

Introduction: In order to improve the educational process, it is highly important to recognize effective factors in establishing communication between students and faculty member. This study was performed to determine students' points of view concerning such factors.Methods: In this descriptive-cross sectional study, 162 students from Arak Medical University were selected through stratified sampling method in 2004-2005. A questionnaire consisting of two parts; demographic data and 23 questions related to the assessment of effective factors in establishing communication between students and faculty was used. The scale of the questionnaire was a four point scale ranging from "very effective" to "having no effect". Data was analyzed by SPSS software using frequency distribution, mean and standard deviation. The groups' comparison was made by chi2.Results: The most effective factors in establishing communication, according to students’ views, respectively were faculty member's rhetoric and teaching skills (%84), his knowledge (%81.5), his experience (%76.5), and his moral behavior (%68.5), while more than %50 of students indicated that faculty member’s age and sex, had no effect in this communication.Conclusion: Some educational features of faculty member which reflect his teaching skills and proficiency, and some of his personal and behavioral characteristics revealing his social communication, are effective in establishing communication. It is highly recommended to conduct workshops for improving this communication.

Introduction: Storytelling is one of the educational methods which can be employed without considering the learners' age, educational subject or learning level. The purpose of this study was to compare the effect of storytelling and lecture methods in transferring the complicated concepts of medicine.Methods: A quasi-experimental study was carried out as two-groups, post-test only in Isfahan University of Medical Sciences in 2005. Two groups, each including 46 medical students in clinical clerkship of dermatology ward were selected and three similar concepts in medicine were taught to both through storytelling or lecture methods. Then the two groups took post-test and the achieved results were compared using t-test by SPSS software.Results: The mean of the total scores achieved by the lecture group was 8.94±4.36 and by storytelling group was 14.84±3.47 out of the total score 20. The difference between the two groups was statistically significant. Conclusion: The impact of storytelling method in enhancing medical students' knowledge was significantly more than simple lecturing method. Therefore it is highly recommended to use this method for teaching rare and genetic diseases.

Introduction: Acquainting the viewpoints of Continuing Medical Education (CME) programs’ participants concerning different aspects of these programs is of special importance. The aim of this study was to determine the status of CME programs' implementation from general physicians’ viewpoints and their motivation for participating in these programs.Methods: In this descriptive cross-sectional study, 150 general physicians were randomly selected among CME programs' participants in Mazandaran University of Medical Sciences from October 2004 to March 2005. The data gathering tool was a self-administered questionnaire including a list of items regarding CME programs' features, their optimum status and the participants' motivations. The analysis and comparisons were made using chi2 by SPSS software.Results: The main motivation for participating in CME programs was achieving points in 60% of respondents and in 28% of them, was restoring the previous knowledge and acquiring new information. Fifty six and a half percent believed that it was better to hold the programs in successive days, and the mean of the number of favorable days was 2.3±0.93 days. Sixty four percent identified the last three days of the week as the most suitable days for holding these programs. Eighty nine percent of them, described general physicians' needs assessment as a suitable means for selecting the topics, and 58% stated a combination of correspondence and attendance methods as an appropriate educational method. The programs' levels were evaluated poor by 14%, average by 66%, and satisfactory by 20%. Internal medicine was identified as the most important need by 60% and 56.5% requested Cardio-pulmonary Resuscitation workshop.Conclusion: Most general physicians participated in CME programs with non-scientific motivations and the programs' level in some cases was not according to their expectations. Planning CME programs based on general physicians’ needs and situations may lead to enhancing their motivations and promoting these programs.

Introduction: Since the year 2004, structured Continuing Medical Education (CME) programs with 25 credit points were each divided into five programs of 5 credit points which were shorter in duration. The aim of this study was to conduct a comparative study on the two programs, in terms of program success, relevance to professional needs, and participants’ satisfaction.Methods: This descriptive study was carried out on four programs with 25 credit points during the year 2003 and four programs with 5 credit points during the year 2004 in Golestan province. The tool used for this research was a questionnaire designed by the ministry of health for the evaluation of CME programs which were completed by the participants at the end of each session. The questions were arranged in three sections: the success of the programs in strengthening the previous information and presenting new scientific topics, the relevance of programs content with participant’s professional needs, and their satisfaction with the programs. The sample size for the three-day programs (25 credits) was 121 persons and for one-day programs (5 credits) were 64. Data analysis (descriptive analysis and Mann-Whitney test) was done using SPSS software.Results: One-day programs were considered as successful according to 76.9% of the participants, while 59.6% of participants rated the three-day programs as successful. Seventy five and nine percent of participants of one-day and 57.4% of three-day programs considered the contents relevant to their professional needs. Seventy nine and seven percent of participants, in one-day and 66.2% in three-day programs were satisfied with the programs. There was a statistically significant difference between the success, relevance, and the satisfaction between one-day and three-day programs.Conclusion: The results of this research indicate that as a whole the success rate of 5-point CME programs was better than 25-point ones. This could be attributed to their better focus on subjects, shorter duration, and more diversity in topics. Therefore it is suggested that CME organizers, focus their efforts to increase the diversity and quantity of one-day CME programs for general physicians by using new scientific resources.