The Future of Continuing Medical Education Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines

Accreditation Council for Continuing Medical Education, Chicago, IL 60654, USA.
Chest (Impact Factor: 7.13). 04/2009; 135(3 Suppl):69S-75S. DOI: 10.1378/chest.08-2522
Source: PubMed

ABSTRACT To ensure that continuing medical education (CME) continues to evolve so that it offers educational activities that are relevant to physicians in keeping with the definition of CME, CME providers must respond to and prepare for emerging expectations. This article puts into context the impact of the current emphasis on lifelong learning in medicine, particularly the requirement for maintenance of certification and licensure, on CME. Further, the effect of changing needs assessments and the impact of the integration of new technology in CME is included. Finally, a discussion of the emerging unique needs of CME providers and organizations related to these changes are addressed in the following four broad categories: CME as a value center, resources in support of CME, research to further advance the field, and leadership to guide the profession.

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    ABSTRACT: The use of distance education in continuing medical education (CME) has become commonplace. This rapid expansion has subsequently led to disintegration of CME course quality. In other words, more and more CME is being offered over a distance without the benefit of empirically based instructional design or consideration for appropriate pedagogy. This study was designed to examine the differences in learning outcomes and student satisfaction in a distance-based video cast CME course. The findings of this study support the need for a new pedagogical approach to the design of CME and the need to make interaction an integral part of the course design. Over the past decade, distance education has taken on a number of formats ranging from completely online to augmenting classroom discussion with on-line chats, list-serves, audio and video conferencing, and threaded discussions. Technology is not only transforming how we deliver education and training but is expanding our capacity to respond to the needs for higher education and training in a broader sense. With a long history of serving isolated and remote learners, distance learning has now emerged as an effective, mainstream method of education and training that provides flexible learning opportunities in response to learners’ needs. Now, as a key component of our new way of learning, distance programs offer learners more control and access to their learning opportunities which, in many cases, like continuing medical education (CME), are becoming mandatory educational requirements. It is the purpose of this paper to report on a research study that examined the differences in learning outcomes and student satisfaction in a distance-based CME research course. This study compared two learning environments (face to face and distance-based) in order to measure students’ learning experiences and the learning outcomes.
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    ABSTRACT: Like many innovative educational initiatives, online environments provide potentially unique benefits, as well as costs, and, consequently, they should be studied systematically. This research was a qualitative case study of an online course; the course, therefore, was the unit of analysis. The participants were students in the course “Teaching and Learning about Africa” at a Midwest United States university and at a South African university. Students in the Midwest U.S. and South Africa were able to participate in their native country while interacting with students in the other country. This study explored how trust and openness were developed in an online course. Students described three themes that created trust and openness in the online environment--(a) the way the professor framed the course, (b) the feeling of anonymity online, and (c) the ability to interact using textual communication. Sociocultural theory served as the theoretical framework for the study and was used to guide the interpretation of the findings.
    International journal of instructional media 05/2011; 8(5):17-28.
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    ABSTRACT: Purpose To investigate the relationship between physicians' performance, as evaluated through in-practice peer assessments, and their participation in continuing professional development (CPD). Method The authors examined the predictive effects of participating in the CPD programs of the Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada one year before in-practice peer assessments conducted by the medical regulatory authority in Ontario, Canada, in 2008-2009. Two multivariate logistic regression models were used to determine whether physicians who reported participating in any CPD and group-based, assessment-based, and/or self-directed CPD activities were more or less likely to receive satisfactory assessments than physicians who had not. All models were adjusted for the effects of sex, age, specialty certification, practice location, number of patient visits per week, hours worked per week, and international medical graduate status. Results A total of 617 physicians were included in the study. Analysis revealed that physicians who reported participating in any CPD activities were significantly more likely (odds ratio [ OR] = 2.5; P = .021) to have satisfactory assessments than those who had not. In addition, physicians participating in group-based CPD activities were more likely to have satisfactory assessments than those who did not (OR = 2.4; P = .016). Conclusions There is encouraging evidence supporting a positive predictive association between participating in CPD and performance on in-practice peer assessments. The findings have potential implications for policies which require physicians to participate in programs of lifelong learning.
    Academic medicine: journal of the Association of American Medical Colleges 06/2014; 89(6):920-7. DOI:10.1097/ACM.0000000000000243 · 3.47 Impact Factor


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