Integrating Essential Components of Quality Improvement into a New Paradigm for Continuing Education

Abstract

Continuing education (CE) that strives to improve patient care in a complex health care system requires a different paradigm than CE that seeks to improve clinician knowledge and competence in an educational setting. A new paradigm for CE is necessary in order to change clinician behavior and to improve patient outcomes in an increasingly patient-centered, quality-oriented care context. The authors assert that a new paradigm should focus attention on an expanded and prioritized list of educational outcomes, starting with those that directly affect patients. Other important components of the paradigm should provide educational leaders with guidance about what interventions work, reasons why interventions work, and what contextual factors may influence the impact of interventions. Once fully developed, a new paradigm will be helpful to educators in designing and implementing more effective CE, an essential component of quality improvement efforts, and in supporting policy trends and in promoting CE scholarship. The purpose of this article is to rekindle interest in CE theory and to suggest key components of a new paradigm.

CPD of the future: a partnership between quality improvement and competency-based education

“…Therefore, combining the strengths of a CPD-based approach with strategies known to be effective from the field of QI has the potential to harmonise the advantages conferred by each, and may lead to better patient outcomes. 26,27 Similarly, CBME is also outcomes-based and seeks to improve the quality of care. 7…”

What Do I Need to Learn Today? — The Evolution of CME

“…Several other studies highlight the importance of CME programs to improve care delivery being designed and led by physicians who understand the complexity and challenges of care delivery. (Van Hoof, 2011;Sargeant, 2006;Eiser, 2013;Pletcher, 2011).…”

Continuing competency in ethical decision making: An interpretive description of occupational therapists’ perspectives

“…However, as Moyers-Cleveland and Hinojosa (2011) indicated, the acquisition of new knowledge may not translate into increased competency in occupational therapy practice. Limitations in applying new knowledge to clinical practice following continuing education have been well documented within health care (Menon, Korner-Bitensky, Kastner, McKibbon, & Straus, 2009; Scott et al, 2012; Van Hoof & Meehan, 2011; Wallace & May, 2016). Wallace and May (2016) suggested that improving competency via continuing education in health care is limited because most continuing professional development is “input based” only, that is, didactic events, such as lectures with written notes.…”

“…Engaging in continuing professional development is imperative throughout an occupational therapist’s career to address potential gaps and to enhance knowledge and skills (CAOT, 2012; Moyers-Cleveland & Hinojosa, 2011; Myers, Schaefer, & Coudron, 2017; Sargeant et al, 2011; Wallace & May, 2016). Advancing competency through continuing professional development is intended to improve client care and promote better client outcomes (Myers et al, 2017; Sargeant et al, 2011; Tompkins & Paquette-Frenette, 2010; Vachon et al, 2018; Van Hoof & Meehan, 2011).…”