Post on 20-Jan-2015
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H E AT H E R G U E R R E R O , M A , C C M E PS R. M A N AG E R I M E
M A Z I A B D O L RA S U L N I A , P H D – P R E S I D E N T , M . C O N S U LT I N G , L L C
MOORE THAN OUTCOMES LEVELS:
A CONVERSATION
• “Interactive CME that engages learners, helps them reflect on current practices, identifies a gap between their current performance and a standard, and then requires them to practice what they are learning with feedback to close that gap tend to be more effective in changing performance. ”
• CME should be based on assessed need
• Passive approaches to learning are generally not effective in changing physician behaviour
• Multifaceted activities that combine several different interventions have been shown to be effective
IMPROVING IMPACT OF EDUCATION
• Challenge is to truly create impactful education
• Then, the next step is measuring that impact
• How you design education key to making an impact
Current approaches not useful
Move to performance-based CME
Single most important change
1. Moore et al. Achieving Desired Results and Improved Outcomes: Integrating Planning andAssessment Throughout Learning Activities. JCEHP. 29(1):1 – 15, 2009
3
TAKE ACTION
• Bring the four strategies to your next staff meeting and discuss where you are doing this well and where you could improve
• Assign someone to be your resident feedback expert• Stay abreast of how feedback is being given, successes and
failures• Let that person review all proposals to see if there is a better
way to incorporate feedback
• Add feedback to your evaluation form or process for reviewing proposals to fund
• Make it a organizational goal to know what is being done in the CME community around feedback
• Put together a paper or presentation with your findings
• Focus on clinical problems and knowledge used in practice
• Take into account physician stages in learning
4 STRATEGIES FOR CME PROVIDERS
• Start with the end in mind1.
2.
3.
1. Moore et al. Achieving Desired Results and Improved Outcomes: Integrating Planning andAssessment Throughout Learning Activities. JCEHP. 29(1):1 – 15, 2009
• Provide opportunities for practice and feedback in authentic settings3.