Rethinking CME: An Imperative for Academic Medicine and Faculty Development

Abstract

To help address the clinical care gap, a working group discussed the future of faculty development in academic medicine, explored problems within the large, current enterprise devoted to continuing medical education (CME), and described four domains core to its revitalization and reformation. These domains are (1) preparing and supporting an engaged clinician-learner, (2) improving the quality of knowledge or evidence shared, (3) enhancing the means by which to disseminate and implement that knowledge and evidence, and (4) reforming the patient, health care, and regulatory systems in and for which the process of CME exists. Reshaping these domains requires the consideration of a more seamless, evidence-based, and patient-oriented continuum of medical education. Revitalizing CME also requires the full engagement of the academic medical community and its faculty. To achieve the goal of creating a new, more effective, seamless process of CME, the working group recommended an active faculty development process to develop strong clinician-learners, strong involvement of academic health center leaders, the development of an educational home for clinician-learners, and a meaningful national conversation on the subject of CME.

University-Based Continuing Education for Pharmacists

“…At the same time, the university is well-positioned to offer education that catalyzes practice change through translation of research to practice 37 and to support patient care and changes in health care delivery. 54 There has been an increasing trend among health care professionals toward pursuing specialization in clinical practice. Universities can help support professionals' pursuit of specialization by providing various types of academic credentials.…”

“…56,57 Allocating funds from various sources, including CE courses, to provide dedicated CE faculty positions, protected time for teaching and scholarly contributions to CE, and support for regular faculty members in developing new expertise through faculty development programs in professional and adult learning is warranted. 54,58 Finally, to integrate CE effectively with pharmacy school initiatives, it will be important to include CE in the overall strategic plan of academic health professions' programs, integrate CE with existing courses where possible, provide opportunities for research and scholarly activity in the CE arena, commit financial and personnel resources, and formally recognize faculty members contributions to CE for annual review and promotion consideration.…”

“…54 In principle, CE for pharmacists can and should be produced and delivered by anyone or any group with the appropriate expertise. In practice, universitybased CE has the most effective access to this expertise and has often been a primary provider of CE.…”

Capacitação e desenvolvimento docente - aspectos gerais

“…6,8,9,10 Trabalhando juntos e participando de uma comunidade maior, os docentes podem construir novo conhecimento, compreender e desenvolver abordagens dos problemas que enfrentam no ensino e aprendizado. As comunidades de pratica 10 trabalham em dois níveis.…”

Identificación de las necesidades de capacitación docente de los jefes de programa de especialización médica

“…El desarrollo de estos programas se basa en la capacidad de transmisión de conocimientos, destrezas y actitudes de parte de especialistas altamente calificados en el manejo de pacientes, pero que por lo general, no tienen una formación profesional en los aspectos relacionados con la docencia 2 . La capacitación docente se refiere a un amplio espectro de actividades que las instituciones usan para apoyar a los facultativos en el adecuado desarrollo de roles relacionados con la enseñanza, investigación y administración [3][4][5] .…”