More than 10,000 physicians have signed a Change.org petition to discontinue the American Board of Internal Medicine (ABIM) administered maintenance of certification (MOC) requirements.

Assessing continuing medical education (CME) outcomes on statistical significance alone overlooks effect size, researchers assert.

An assessment of the Stanford School of Medicine's massive open online course on teaching about health topics relevant for lesbian, gay, bisexual, transgender and queer (LGBTQ+) people, using the RE-AIM (Reach, Effectiveness, Adoption, Implementation and Maintenance) framework, sought to evaluate the program's impact.

Researchers designed a mini-fellowship program to improve interprofessional clinician preceptors' knowledge, competencies, and self-effectiveness in teaching students and using cross-disciplinary quality improvement (QI) methods.

Experts present a theoretical framework for longitudinal assessment of physicians' clinical knowledge in relation to the medical boards' transition to lifelong learning. An analysis of cognitive perspectives on longitudinal assessment in maintaining the quality of doctors' knowledge and expertise highlights the need to keep their cognitive skills current.