Eve Wilson, PhDDirector, CME Services

Sarah MooneyDirector, Operations and Business Development

Building Integrated CME: Accommodating Learning

Styles and Extending Reach Through Use of Multiple Formats and

Technologies

Disclosure

• No relevant financial relationships to disclose

Learning Objectives

Discuss current trends in physician learning preferences

Describe physician learning styles and why it is important to accommodate them

Define integrated CME and explain its advantages as a means for reinforcing learning and broadening educational exposure and reach

List essential steps in developing integrated CME

Consider case studies illustrating integrated CME

What is Integrated CME?

• Comprehensive series of interrelated, mutually reinforcing CME activities

• Focused on a particular disease state or therapeutic areas

• Strategically planned: delivered over time, in various formats, to multiple (sometimes overlapping) audiences

Preferred Methods of Receiving CMEINNOVIA Education Institute — 2005/6 Data

0

5

10

15

20

25

30

35

40

Print materials

Live symposium

CD-ROMInternet based

Audio-conference

Audiotape Virtual Meeting

Other

© 2006 Innovia Education Institute

Per

cent

of r

espo

nses

Preferred Teaching Methods for Live CME Activities

INNOVIA Education Institute — 2005/6 Data

0

5

10

15

20

25

30

35Didactic Lecture

Case Studies

Panel Discussion

Open Q&A

Patient Demonstrations

Other

© 2006 Innovia Education Institute

Per

cent

of r

espo

nses

Preferred Sources of CMENational Physicians CME Insight Study

2005 Data

0

5

10

15

20

25

30

35

40

45

50 Conferences/Meetings

Other

Source: National Physicians CME Insight Study, Feburary 2005

Internet/Medical

Web sitesEnduring Materials*

Journal CME

University/Postgraduate

Courses

Hospital Grand

Rounds

Pharmaceutical Sponsored Meetings

*Newsletters, monographs, audio/videotapes

Adult Learning StylesStyles Examples

Passive/memorization Didactic lecture

Task-oriented Case studies, problem-based learning

Kinesthetic Out-of-seat activities (eg, games)

Interpersonal “Meet the Experts” opportunities

Verbal/linguistic Debate format

Visual/Spatial Large stage set, multiple screens

Logical/mathematical Data-heavy, graphics-heavy live presentations or printed materials

Self-reflection Print materials, Web-based activities, self-study slide sets

Kolb’s Learning Styles

CONCRETE EXPERIENCE

TESTHYPOTHESES

IN NEW SITUATION

concrete, active

concrete, reflective

REFLECTIVE OBSERVATION

abstract, active

abstract, reflective

ABSTRACTION & GENERALIZATION

Kolb’s Learning Styles

CONCRETE EXPERIENCE

TESTHYPOTHESES

IN NEW SITUATION

concrete, active

concrete, reflective

REFLECTIVE OBSERVATION

abstract, active

abstract, reflective

ABSTRACTION & GENERALIZATION

ACCOMMODATORSACCOMMODATORS DIVERGERSDIVERGERS

CONVERGERSCONVERGERS ASSIMILATORSASSIMILATORS

• Who are they?

• What are their learning styles/preferences?

• What is their current level of knowledge/understanding?

• Primary Care/Generalist vs. Specialist?

• Physician vs Allied Health?

• Tech savvy vs traditional?

Integrated CME — Keys to Success:Know Your Audience and Their Learning Styles

Adult Learning Styles

• The learning experience is unique for each individual

• Each individual has multiple preferences and approaches to learning

• Understanding the range of adult learning styles and preferences can help to educators to expand and extend a range of learning choices

CME Formats Conducive to Change

• Interactive learning– case discussions

– hands-on practice sessions

• Sequenced and multifaceted activities– Opportunities for reinforcement and application

– Examples: • Sequenced events: Multi-part activities that build and apply

knowledge

• Live events followed by print or e-mail newsletters, related activities or invitations to related activities, follow-up surveys

Source: Mazmanian PE & Davis DA. JAMA 288:1057-60

Sarah MooneyDirector, Operations and Business

Development

INNOVIA Education Institute, LLC

Integrated CME:Definition and Case

Studies

• Build an effective learning resource by addressing the various ways that people learn

• Attract the most ardent learners to the community

• Provide a means of interaction for learners

Three Elements of Effective Integrated CME Programming

Creating Integrated Educational Programs: The Power of Planning

• The power of context

– Program content and learning objectives developed by renowned disease state experts ensure context

• Creating a unified family of programs – Unique program identity and engaging program

formats build compelling and extendable programming

• Successful CME program extension begins with solid planning

Building Integrated Learning Communities Through CME

The Law of the Few• Partner with leading experts to

develop needs assessment and content

• Build advocacy• Use science to create message

Expand Reach• Leverage key educational

messages • Retain faculty• Build program momentum

The Power of Context• Deploy educational

programming to meet physicians’ needs

Establish the Leadership • Regular Steering Committee meetings• Develop program subcommittees• Ongoing contact with individual members

Go Wide and Deep• Visible, valuable Web site where

information is centralized• Live presentations • Web-based activities• Publications (monographs,

supplements)• Use of new technologies/formats

(MP3, PDA downloads)• Broad, innovative marketing

Build the Team• Consistent, valuable faculty

communication • Extended Curriculum Review with

entire local faculty• Identify and cultivate rising stars

KOLs

Regional Faculty

PracticingPhysicians

Evaluation Needs

Assessment

Learning Objectives

Format or Design

Implementation

Ongoing Needs Assessment Process Ensures Appropriate Context

Program Planning, Execution, and Extension Address Variety of Adult Learning Styles

Publications• Manuscripts• Abstracts• Posters, platforms• Proceedings• Newsletters

Educational programs• Slide kits• Free-standing symposia• Audio, video

teleconferences• Satellite symposia at

national conferences• Pri-Med program support

Electronic media• Web-based programs• Emerging technologies

Enduring Materials• Monographs• CD-ROM self-study• Supplements

Planning Programs Extenders

Planning Activities• Needs assessments• Ongoing connection with

disease experts• Steering Committee Meeting• Web conferences• Audio, video teleconferences

Faculty Management• Curriculum development• Faculty preparation

Evaluation• Learning-based approach to evaluations

• Six-week follow-up

Electronic media• Web-based program

extenders

Exchange: Airway Disease Understanding

Unique and visible branding

Targeted disease state information

Exclusive offerings

Enthusiastic extended faculty

Content delivered to practicing physicians

Timely content maintains relevancy

Renownedand involved Steering Committee

Exchange: Airway Disease Understanding

• Publications– 2 CME-certified monographs

– 1 manuscript submission

– 3 Web-based Clinical Briefings, Connexions

• 18 Redi-Reference™ Clinical Updates– Bi-weekly e-Bulletin to Exchange

members

Exchange: Airway Disease UnderstandingReaching Physicians Who Treat Patients with Airway Disease

Exchange: Airway Disease Understanding 2004Reaching Physicians Who Treat Patients with Airway Disease

• 66 Local CME-certified programs– 1 core slide curriculum with 3 hyperlinks

– New hyperlink developed in 2004

• 6 CME-certified Webinars

• 1 CME-certified, case-based CD-ROM

Healthy Exchange: Strategies to Improve

Asthma Control

Healthy Exchange: Strategies to Improve

Asthma Control

Broad, Innovative Marketing Keeps Exchange Programs Visible

Symposium Attendance:

375

Program Extenders Broaden Educational Reach

CD-ROMVideo and slides from live program incorporated into self-study.

AudioconferencesSlides presented via teleconference by program faculty 60 days after live program. 3363 attendees

Published proceedingsSupplement in cardiovascular journal with PCP audience extends reach and audience.

75,00075,000

3,3633,363

10,00010,000

How 375 Symposium Attendees Became 88,363 Practitioners Reached

Integrated CME Boosts Reach and Integrated CME Boosts Reach and Educational ValueEducational Value

LiveLiveNational National

SymposiumSymposium

National teleconference series*

On-demand mini-teleconference programs

Program highlights “newsletter”

Journal supplementPoster and abstract presentations

Published abstract and poster compendium (and CD-ROM)

CD-ROM

National satellite broadcast

On-demand Web-cast

ePocrates Podcast download

To achieve its greatest potential, CME must be truly continuing—not casual, sporadic, or

opportunistic.

— CO Houle in Continuing Learning in the Professions,

San Francisco: Jossey-Bass, 1980:266.

Questions?

Building Integrated CME: Accommodating Learning

Styles and Extending Reach Through Use of Multiple Formats and

Technologies