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

McMahon, Graham T.

doi:10.1056/nejmp1515202

Cited by 51 publications

(38 citation statements)

References 8 publications

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“…Furthermore, while it has been well established in the literature that adults prefer education based on self‐identified needs, the present study demonstrates that this may not lead to comprehensive education. During this study, it was evident that questions and topics that were reported as ‘hard’ more frequently were attempted less often than other topics such as ‘clearance and elimination’ and ‘dosing in special populations’.…”

Section: Discussionmentioning

confidence: 99%

“…A survey by Cook et al ., found that the most important factors influencing choice of CME include time to complete the activity, relevance of the topic and quality of the content provided. Furthermore, it has been demonstrated, based on the principles of adult learning, that adults prefer education based on self‐identified needs that is self‐directed, goal‐oriented and both relevant and practical …”

Section: Introductionmentioning

confidence: 95%

“…In 2014, the ACCME revealed which modalities of CME were most popular. Not surprisingly, regularly scheduled lecture series, enduring internet materials and formal education courses dominated, representing over 80% of all CME activities, while activities such as test‐item writing and learning from teaching represented less than 0.2% . In stark contrast to the distribution of CME activities, previous studies have demonstrated that lecture based CME is least effective at changing physicians' medical practice …”

Section: Introductionmentioning

confidence: 99%

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Unique approach to continuing medical education in clinical pharmacology across Australia and New Zealand

Athavale

Murnion

2019

Internal Medicine Journal

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Background Advanced physician training in clinical pharmacology lacks a continuing education programme. There is a need for continuing medical education but how to introduce and develop education remains unclear. Aims The primary aim was to develop and implement a peer‐led, web‐based multiple choice question approach to continuing education in clinical pharmacology training across Australia and New Zealand. Secondary aims included determining, quality, difficulty, utility, relevance, user‐friendliness, sustainability and potential to form part of formal clinical pharmacology physician training. Methods In February 2018, a survey of clinical pharmacology trainees identified topics for question development. Questions covering requested topics were developed and piloted in PeerWise between March and October 2018. Participants could rate quality and difficulty of questions using categorical rating scales and make free text comments. After questions were piloted, a survey using a 0–10‐point Likert scale and yes/no responses assessed utility, relevance, user‐friendliness, sustainability and formalisation potential. Results Twenty‐four trainees were invited to participate. Nine (38%) of trainees completed the initial survey, 10 (42%) attempted questions and 7 (29%) completed the end survey. Median scores of 8.00 (IQR 6.50 – 9.00), 7.00 (IQR 6.50 – 7.50) and 8.00 (IQR 6.50 – 8.00) using a 0–10‐point Likert scale indicated trainees found this approach useful, relevant and user‐friendly. Five (71%) out of seven responding trainees felt this approach was sustainable and could be incorporated as part of formal clinical training. Conclusion This study suggests that peer‐led multiple choice questions could form an enduring education modality which could be incorporated into clinical pharmacology training.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Unique approach to continuing medical education in clinical pharmacology across Australia and New Zealand

Athavale

Murnion

2019

Internal Medicine Journal

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“…Also, there was a lack of focus groups with responders to gain deeper insights into the data. In more recent years, our colleagues de Boer and Thorley Wiedler have conducted detailed research on the specific needs of community-based surgeons [13,14]. Future work could investigate these aspects and should also examine if our educational events help meet the needs that were identified by surgeons worldwide.…”

Section: Discussionmentioning

confidence: 99%

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

Buckley

Brink

Kojima

et al. 2017

Journal of European CME

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Introduction: To ensure best-quality education in orthopaedic trauma, the AOTrauma Education Commission conducted a Global Needs Analysis with practising surgeons worldwide. Material and methods: During July to November 2012, an email invitation to complete an online set of 30 questions in eight languages was sent to our members and associates in all countries through AOTrauma’s regional networks. Non-members were invited to participate through collaboration with orthopaedic societies. Results: A total of 3,790 surgeons practising orthopaedic trauma (49%), orthopaedic (15%), general trauma (15%) and specialty orthopaedic (13%) surgeons responded worldwide. Seventy per cent completed all questions, and the top 10 countries accounted for half the responses. The top 3 areas of educational need were orthopaedic trauma, joint replacement and preservation, and pelvis and acetabulum. Aspects influencing likelihood to attend face-to-face courses were: expert faculty, focus on a specific topic, clear objectives, and discussion and feedback from experts. Barriers to attending courses were time away from practice, cost and lack of availability or access. Conclusion: The Global Needs Analysis helped our educational committees to identify short- and mid-term priorities over recent years. Adjustments in our planning have helped meet the needs of our audience on a global, regional and national level.

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“…One further didactic strength is that of the instructor/training personnel in their role as “learning guides” [10] and “feedback providers”, who both support and demand the inter-generational transfer of knowledge in practical learning situations. Feedback methods in particular run like a common thread through the events, in the sense of “leaving the protective cocoon of self-confidence” [18] and actively discovering one’s own potential based upon feedback, as well as being shown one’s own fields of learning. The issue up for discussion is the extent to which the instructors/training personnel themselves are trained in didactic and methodological skills – in the modular system this takes place in regular and/or needs-oriented evaluation and coaching discussions with the academy’s management (educational researchers).…”

Section: Discussion – Strengths and Weaknessesmentioning

confidence: 99%

Competency-based Education and Training of medical staff. A Programm of the Medical Academy Waldbreitbach: Concept – Implementation – Materials

Hasske¹,

Beil²,

Keller³

2017

GMS Journal for Medical Education; 34(4):Doc41

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

Cited by 51 publications

References 8 publications

Unique approach to continuing medical education in clinical pharmacology across Australia and New Zealand

Unique approach to continuing medical education in clinical pharmacology across Australia and New Zealand

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

Competency-based Education and Training of medical staff. A Programm of the Medical Academy Waldbreitbach: Concept – Implementation – Materials

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