This site is intended for US Population-Health Decision Makers or similar entities at hospitals, regulatory boards, health departments, boards of physicians, departments of education, policymakers and US Delegates.
When popularity dictates educational content over proven effectiveness, it allows under-qualified individuals to enter the field. This increases the risk of complications and harm to patients in the pursuit of trendy procedures.
Professionals prioritize courses that directly apply to their specific area of expertise and innate immediate interest within Body Altering Aesthetics.
The reputation and qualifications of the instructors offering the course are the biggest focus.
Continuing education courses accredited by recognized organizations within the Body Altering Aesthetics industry hold greater value.
Balancing professional development with busy schedules and financial constraints is important.
They've already invested time and money into the course, and abandoning the field feels wasteful, prompting them to "make do" with the knowledge they have.17-19
An overestimation of their own abilities and believe they can "figure it out" on the job, potentially overlooking crucial knowledge gaps.20*
Re-enrolling in accredited courses or seeking additional training is overwhelming, leading them to continue practicing with limited knowledge.
Leaving the field to pursue proper education ensues a financial setback, forcing them to continue practicing despite inadequate training.
* Retrospective, observational study of symptom burden study highlights a critical concern in healthcare professional discernment: the gap between self-perceived competence and actual abilities, potentially due to overconfidence following unaccredited courses.
References: 15. Wilson, Lawrence. “Legal Guidelines for Unlicensed Practitioners.” (2000). 16. Edler, Jessica R., and Lindsey E. Eberman. “Factors influencing athletic trainers’ professional development through continuing education.” Athletic Training Education Journal 14.1 (2019): 12-23. 17. Haita-Falah, Corina. “Sunk-cost fallacy and cognitive ability in individual decision-making.” Journal of Economic Psychology58 (2017): 44-59. 18. Friedman, Daniel, et al. “Searching for the sunk cost fallacy.” Experimental Economics 10 (2007): 79-104. 19. Tykocinski, Orit E., and Andreas Ortmann. “The lingering effects of our past experiences: The sunk‐cost fallacy and the inaction‐inertia effect.” Social and Personality Psychology Compass 5.9 (2011): 653-664. 20. Freund, Philipp Alexander, and Nadine Kasten. “How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability.” Psychological bulletin 138.2 (2012): 296.
Patients are empowered with informed decision-making opportunities that ensures they receive safe, effective treatments from competent providers.
A skilled workforce fosters innovation, entrepreneurship, and a higher level of productivity across various sectors. It leads to better job opportunities, increased wages, and overall economic growth.2
Patients are empowered with informed decision-making opportunities that ensures they receive safe, effective treatments from competent providers.
This page is for US healthcare professionals only.
CSL Therapy and the QEHR logo are registered trademarks of CSL Therapy. Each Quality Educational Healthcare Initiative is accredited by the American Council of Body Altering Aesthetics 8001:2019:28.
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