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

Abstract

Most physicians believe that to provide the best possible care to their patients, they must commit to continuous learning. For the most part, it appears the learning activities currently available to physicians do not provide opportunities for meaningful continuous learning. At the same time there have been increasing concerns about the quality of health care, and a variety of groups within organized medicine have proposed approaches to address issues of physician competence and performance. The authors question whether CME will be accepted as a full partner in these new approaches if providers continue to use current approaches to planning and assessing CME. A conceptual model is proposed for planning and assessing continuous learning for physicians that the authors believe will help CME planners address issues of physician competence, physician performance, and patient health status.

Improving outcomes in the treatment of opioid dependence (IOTOD): reflections on the impact of a medical education initiative on healthcare professionals’ attitudes and clinical practice

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International needs analysis in orthopaedic trauma for practising surgeons with a 3-year review of resulting actions

“…Matching content to needs is essential in orthopaedic surgery education, where barriers to putting what has been learned during educational events into practice have been reported [6]. Moore et al explain how to use the gap-analysis approach to needs assessment when performing backwards planning [7]. This helps education planners recognise where to begin planning learning activities for physicians (a gap analysis should be completed at each outcome level starting with level 7 until no gap is detected).…”

Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience

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