A conceptual model of CME to address disparities in depression care

Abstract

The gap between best practices and actual practice in depression care--the difference between "what should be" and "what is"--is wider for ethnic and racial minorities than for the general population. Education alone is not reducing the gap or improving outcomes. Interventions such as the chronic care model have demonstrated improvements in physician performance and patient health status, both in the general population and among ethnic and racial minorities. Recent reviews of continuing medical education (CME) have shown that it is effective when the planned activities include (1) needs assessment and a focus on higher-level outcomes, (2) multiple ongoing activities that are sequenced for learning, (3) planning that considers the context in which the learned principles will be applied, (4) interactivity, and (5) active learning. The authors describe an approach to planning CME reflecting these five factors and suggest that CME planned in this way be combined with the chronic care model to enhance outcomes further.

Knowledge translation in interprofessional education: what difference does interprofessional education make to practice?

“…The PRECEDE model has been found effective in guiding and assessing behaviour changes after continuing education interventions (Davis et al . 2003; Moore, Cervero, & Fox 2007).…”

“…Reinforcing factors provide a continuing incentive to sustain a change; for example, reminders, refresher sessions, positive responses from others, especially peers. The PRECEDE model has been found effective in guiding and assessing behaviour changes after continuing education interventions (Davis et al 2003;Moore, Cervero, & Fox 2007).…”

Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities

“…As described earlier, a 5-stage model of physician learning describes the efforts that physicians go through to address prob-lems encountered in practice, understand what they need to learn to address those problems, learn what they need to know and do, experiment with it, and incorporate it into practice on a routine basis. 36,44 Again, we suggest that the predisposing-enabling-reinforcing instructional framework developed by Green and Kreuter 37 is most effective in planning an educational intervention to achieve desired results because it can be used to organize learning activities that are congruent with the 5-stage physician learning model. See TABLE 2 for learning techniques that could be used for predisposing, enabling, and reinforcing activities.…”

Training Nursing Staff to Recognize Depression in Home Healthcare

“…The decision to provide the intervention over two sessions was based on the amount of content, the need for nurses to have the opportunity to ask questions of the instructors after attempting new skills, and the finding that multiple sessions are more effective in providing continuing professional education. 29,31 …”