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.