Organizational Change, Leadership, and the Transformation of Continuing Professional Development: Lessons Learned From the American College of Cardiology

Beliveau, Mary Ellen; Warnes, Carole A.; Harrington, Robert A.; Nishimura, Rick A.; O’Gara, Patrick T.; Sibley, Janice B.; Oetgen, William J.

doi:10.1002/chp.21301

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…19,20 However, despite recommendations and evidence demonstrating the effectiveness of implementing principles of adult learning theory, traditional CME courses have been slow to adopt such changes. 2 By leveraging principles of adult learning theory, Mayo Clinic CVBR leaders sought to differentiate their course in the marketplace and ensure the Mayo Clinic CVBR's ultimate sustainability. The partnership with K2P offered course leaders the technological tools necessary to apply these adult learning principles to the educational goals of the Mayo Clinic CVBR.…”

Section: The Mayo Clinic Cardiovascular Review For Cardiology Boards mentioning

confidence: 99%

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Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age

Cullen

Anavekar

McAdams

et al. 2019

Mayo Clinic Proceedings

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Clinicians in today's health care environment face an overwhelming quantity of knowledge that requires continued education and lifelong learning. However, traditional continuing medical education (CME) courses cannot meet these educational needs, particularly given the proliferation of knowledge and increasing demands on clinicians' time and resources. CME courses that previously offered only in-person, face-to-face education must evolve in a learner-centric manner founded on principles of adult learning theory to remain relevant in the current era. In this article, we describe the transition of the Mayo Clinic Cardiovascular Review for Cardiology Boards and Recertification (CVBR) from a traditional course with only live content to a course integrating live, online, and enduring materials. This evolution has required leveraging technology to maximize learner engagement, offering faculty development to ensure content alignment with learner needs, and strong leadership dedicated to providing learners an unparalleled educational experience. Despite stagnation in growth of the traditional live course, these changes have increased the overall reach of the Mayo Clinic CVBR. Learners engaging with digital content have demonstrated larger increases in knowledge with less educational time commitment. Courses seeking to implement similar changes must develop formal learning objectives focused on learner needs, build an online presence that includes an assessment of learner knowledge, enlist a cohort of dedicated faculty who teach based on principles of adult learning theory, and perpetually refresh educational content based on learner feedback and performance. Following these principles will allow traditional CME courses to thrive despite learners' resource constraints and alternative means to access information.

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Section: The Mayo Clinic Cardiovascular Review For Cardiology Boards mentioning

confidence: 99%

“…2019;94 (12):2501-2509 C ontinuing medical education (CME) in the 21st century is evolving rapidly. [1][2][3][4][5][6] Advances in technology now permit multiple points of learner contact. Busy clinicians can access educational material through a variety of digital recordings and online platforms.…”

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confidence: 99%

Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age

Cullen

Anavekar

McAdams

et al. 2019

Mayo Clinic Proceedings

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“…As noted above, the primary goal of CPD requirements is to ensure health practitioner competence and public safety which has led to a call to use competence as an outcome measure [ 21 , 64 , 65 ]. To this end, medical practitioners in the United States and Canada are required to supplement their CPD with 4-yearly maintenance of certification examinations, and in the United Kingdom they are required to undergo a revalidation process through which they must periodically demonstrate their continued fitness to practise [ 8 ].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review

Main

Anderson

2023

Hum Resour Health

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Background Health practitioner regulators throughout the world use continuing professional development (CPD) standards to ensure that registrants maintain, improve and broaden their knowledge, expertise and competence. As the CPD standard for most regulated health professions in Australia are currently under review, it is timely that an appraisal of the evidence be undertaken. Methods A systematic review was conducted using major databases (including MEDLINE, EMBASE, PsycInfo, and CINAHL), search engines and grey literature for evidence published between 2015 and April 2022. Publications included in the review were assessed against the relevant CASP checklist for quantitative studies and the McMaster University checklist for qualitative studies. Results The search yielded 87 abstracts of which 37 full-text articles met the inclusion criteria. The evidence showed that mandatory CPD requirements are a strong motivational factor for their completion and improves practitioners’ knowledge and behaviour. CPD that is more interactive is most effective and e-learning is as effective as face-to-face CPD. There is no direct evidence to suggest the optimal quantity of CPD, although there was some evidence that complex or infrequently used skills deteriorate between 4 months to a year after training, depending on the task. Conclusions CPD is most effective when it is interactive, uses a variety of methods and is delivered in a sequence involving multiple exposures over a period of time that is focused on outcomes considered important by practitioners. Although there is no optimal quantity of CPD, there is evidence that complex skills may require more frequent CPD.

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“…As health professions education advances, there will be increased emphasis placed on delivering educational programs to improve clinical practice and health care outcomes. [18][19][20] Our findings that DEO profession did not influence self-ratings of effectiveness to influence educational decisions or behaviors on general tasks applicable across health professions suggest that education and practice background are not factors influencing selfratings. Nor were self-ratings influenced by other factors.…”

Section: Discussionmentioning

confidence: 99%

Health Systems Education Leadership: Learning From the VA Designated Education Officer Role

Harada¹

2022

Federal Practitioner

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Background:The US Department of Veterans Affairs designated education officer (DEO) is a unique facilitybased leadership role responsible for training of > 40 health professions in cooperation with affiliated academic institutions. Methods: We conducted mixed methods analyses of data from a DEO needs assessment. Quantitative analysis identified differences between DEOs who are physicians and DEOs who are other professions on role characteristics and selfperceived task effectiveness. Qualitative analysis using rapid analysis procedures was applied to open-ended responses on facilitators and barriers. Results: Responses were received from 127 DEOs (96% response rate). About 80% were physicians. There were no statistically significant differences between physician and other professional DEOs self-ratings for general tasks. For profession-specific tasks, physician DEOs were significantly less confident than other professional DEOs in working with associated health (P < .001-.01) and nurse training programs (P < .001-.03). DEOs identified multiple facilitators that assist their individual effectiveness (eg, training, mentorship, communication) and common barriers (eg, not enough staff). Conclusions: Our findings are supportive of individuals from various health disciplines serving in the DEO role with responsibilities that span multiple health profession training programs. Future quantitative and qualitative work should include additional measures of individual and organizational characteristics, and actual measures of educational effectiveness.

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Organizational Change, Leadership, and the Transformation of Continuing Professional Development: Lessons Learned From the American College of Cardiology

Cited by 6 publications

References 13 publications

Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age

Reinvigorating Continuing Medical Education: Meeting the Challenges of the Digital Age

Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review

Health Systems Education Leadership: Learning From the VA Designated Education Officer Role

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