Embed Size (px)
Citation preview
In today’s healthcare environment, clinicians are expected to capture and report on clinical measures (pay-for-performance), remain patient-centric through care coordination e� orts, and stay up to date in their � eld of practice. As a result, the need to provide relevant education anytime, anywhere, on any device is more important than ever. Consequently, the trend in continuing medical education (CME) is toward approaches that are more e� ective and e� cient. � is trend re� ects—and perhaps is even driven by—the fact that CME plays such an important role in the healthcare system, providing a critical link in the process of translating evidence-based medicine into daily medical practice. What began as a basic form of postgraduate instruction summarized by the old adage “see one, do one, teach one” has evolved into an approach
that draws upon the latest in social science research about how people
learn. Combining this advanced approach with the power of technology and learning platforms, Medscape Education is a leader of technological innovations to deliver e� ective educational
programs to physicians anytime, anywhere, on any device.
here is a new approach to lifelong learning for
healthcare professionals. This approach is effective
and accountable, and it uses technology platforms
to deliver tailored content to improve patient care.
Indeed, advances in our scientifi c understanding of how
people learn and innovation in digital technology are transforming
continuing medical education. Gone are the days of dinner with a
lecture, increasingly replaced by a more personalized approach to
physician learning that provides the information a clinician needs—
anytime, anywhere, on any device.
This new approach to continuing medical education
represents a paradigm shift in a critically important
component of the healthcare system, one that every
pharmaceutical executive needs to understand.
T
1
PUBLISHED AS A SPECIAL ADVERTISING SUPPLEMENT WITH THE JANUARY 2013 ISSUE OF PHARMACEUTICAL EXECUTIVE MAGAZINE
Greater Accountability in Physician Education DrivesNew Approaches, New Technology
in 2005. � at � gure increased to 39% by 2011.14 � e role played by online learning is certain to become even more prominent because it is so well adapted to these new models of learning in CME, which attempt to not only impart information but also change behavior. � is technology is unsurpassed in its ability to provide tailored education
that gauges the speci� c needs of the learner, delivers information to meet those needs, and evaluates progress toward the desired goals. Medscape Education leads the way in providing original content for Internet-based learning environments; developing new strategies; and using cutting-edge technology to provide education to physicians anytime, anywhere, on any device. Greater accountability. New approaches. New technology. � e landscape of CME is changing. CME is becoming truly a continuous, lifelong endeavor in which tailored learning is a signi� cant factor in program design. In this landscape, physicians turn to education to develop skills necessary to build collaborative interprofessional teams of healthcare providers. � is is the latest stage in an evolution described by Curtis Olson, editor of Journal of Continuing Education in the Health Professions, as a transformation from an “update model” in which the primary emphasis is on disseminating new scienti� c developments into one in which educational e� orts are designed to improve clinical practice.15
For CME to truly reach this next stage of evolution, however, it must capitalize on technological developments that increase physicians’ access to clinically relevant information. � e future of CME means advancing the platform on which education is delivered to improve the value and impact of the education itself.
References
1. Josseran L, Chaperon J. [History of continuing medical education in the
United States]. Presse Med. 2001;30:493-497.
2. Davis D, Galbraith R; American College of Chest Physicians Health and
Science Policy Committee. Continuing medical education effect on
practice performance: effectiveness of continuing medical education:
American College of Chest Physicians Evidence-Based Educational
Guidelines. Chest. 2009;135(3 Suppl):42S-48S.
3. Marinopoulos SS, Dorman T, Ratanawongsa N, et al. Effectiveness
of Continuing Medical Education. Evidence Reports/Technology
Assessments No. 149. Rockville, Md: Agency for Healthcare Research
and Quality; 2007.
4. Kiessling A, Lewitt M, Henriksson P. Case-based training of evidence-
based clinical practice in primary care and decreased mortality in
patients with coronary heart disease. Ann Fam Med. 2011;93:211-218.
5. Casebeer L, Brown J, Roepke N, et al. Evidence-based choices of
physicians: a comparative analysis of physicians participating in
internet CME and non-participants. BMC Med Educ. 2010;10:42.
http://www.biomedcentral.com/1472-6920/10/42 Accessed
October 14, 2012.
6. Cook D, Levinson A, Garside S, Dupras DM, Erwin PJ, Montori VM.
Internet-based learning in the health professions: a meta-analysis.
JAMA. 2008;300:1181-1196.
7. Brown J, Salinas G, et al. Improving safe use of medication through
internet education for healthcare providers: a case-controlled study. CE
Measure: The Journal of Outcomes Measurement in Continuing Health
Care Education. 2011;5:6-12.
8. Accreditation Council for Continuing Medical Education. Scope of
the system. 2012. http://www.accme.org/for-public/scope-of-the-
system Accessed October 14, 2012.
9. Kawczak S, Carey W, Lopez R, Jackman D. The effect of industry
support on participants’ perceptions of bias in continuing medical
education. Acad Med. 2010;85:80-84.
10. Ellison JA, Hennekens CH, Wang J, Lundberg GD, Sulkes D. Low
rates of reporting commercial bias by physicians following online
continuing medical activities. Am J Med. 2009;122:875-878.
11. O’Neil K, Addrizzo-Harris D; American College of Chest Physicians
Health and Science Policy Committee. Continuing medical education
effect on physician knowledge application and psychomotor skills:
effectiveness of continuing medical education: American College of
Chest Physicians Evidence-Based Educational Guidelines. Chest.
2009;135(3 Suppl):37S-41S.
12. Shirazi M, Lonka K, Parikh SV, et al. A tailored educational
intervention improves doctor’s performance in managing depression:
a randomized controlled trial. J Eval Clin Pract. 2011 Aug 30. [Epub
ahead of print]
13. Moore DE, Green JS, Gallis HA. Achieving desired results and
improved outcomes: integrating planning and assessment throughout
learning activities. J Contin Educ Health Prof. 2009;29:1-15.
14. ACCME Annual Report Data 2005-2011; Data represents percent
share of total MD participants by CME format.
15. Olson CA. Twenty predictions for the future of CPD: implications of the
shift from the update model to improving clinical practice. J Contin
Educ Health Prof. 2012;32:151-152.
WHEN 500,000 PHYSICIANS HAVE QUESTIONS, THERE IS ONE ANSWER.
www.medscape.org
Physi ian demand for
ontinuing medi al edu ation
has never been stronger and,
in fa t, ontinues to in rease.
Meds ape Edu ation answers
the all by offering the most redible,
pra ti e-relevant edu ation programs available
to over 500,000 physi ians a ross 33 spe ialties.
Only Meds ape Edu ation provides a fully integrated learning
platform to deliver a personalized edu ation experien e. Innovative
multimedia formats ombine with individualized ommuni ations,
mobile a ess, and so ial media to engage and edu ate the largest
audien e of physi ians anywhere.
When physi ians look for guidan e in understanding re ent s ientifi
data or assessing new te hniques and pro edures
that an advan e their pra ti e and improve
patient are, without question they turn to
Meds ape Edu ation.
EDUCATIONREFERENCENEWS
MEDSCAPE
EDUCATION
New models of learning
in CME re� ect a shi�
from mass education
directed at increasing
awareness about an
issue to more tailored
approaches designed to
increase adoption of—
and adherence to—new
information.
4
Interested in presenting the
value of CME to colleagues
at your organization? Visit
medscape.org/vision and
download a set of slides to
help you share key ideas from
this article.
For more information about Medscape Education,
visit www.medscape.org/vision
Copyright© 2013 by Medscape, LLC.
GREATER ACCOUNTABILITY IN PHYSICIAN EDUCATION DRIVES NEW APPROACHES, NEW TECHNOLOGY
36313010004 1_1842730.pgs 12.14.2012 01:29 ADVANSTAR_PDF/X-1a blackyellowmagentacyan
GREATER ACCOUNTABILITY IN PHYSICIAN EDUCATION DRIVES NEW APPROACHES, NEW TECHNOLOGY
The Evolution of Continuing
Medical Education:
From Lecture to Learning
Formal CME dates to the early 20th century; the � rst mandatory program was launched in 1934.1 From this � edgling beginning, CME grew at a phenomenal pace, evolving into a vital part of the healthcare delivery system. Increased integration of CME into medical practice yielded an increased interest in developing programs with a results-focused approach. Presenting clear, concise, relevant information was important, but it was essential that activities linked information to action, ensuring that educational programming actually a� ected medical practice. By the mid-1990s, Medscape Education connected the new vision for outcomes-driven CME with the power of digital and Internet technology. As Medscape Education’s innovative approach made CME more accessible, it also began building a membership of clinicians across multiple specialties. With a multicomponent platform that includes capabilities for learner personalization, Medscape Education delivers targeted experiences relevant to increasingly larger audiences of specialized learners, incorporating patterns of Internet use into the design of activities.
Education WorksToday, a dinner-and-a-lecture package is not good enough. CME has become an essential part of US healthcare. It is the source for current information and expert perspectives which physicians, in turn, incorporate into their practice. CME has become an inherent part of the system for one simple reason: It works. Excellent content, e� ectively executed, with appropriate measurement and feedback has a positive impact. In a review of 105 articles in the scienti� c literature, Davis and Galbraith2 found that continuing education—especially when it incorporates multimedia or multiple education techniques—is e� ective in improving physician performance. � ese � ndings were consistent with an analysis of 136 articles and 9 systematic reviews by Marinopoulos and colleagues,3 who found that the consensus of the literature is that CME achieves and maintains stated objectives, including improving knowledge, attitudes, skills, practice behavior, and clinical practice outcomes.
In addition, CME can have a dramatic impact on clinical outcomes, as was demonstrated in a study reported in Annals of Family Medicine.4 In that study, Swedish researchers documented that the use of case-based training to implement evidence-based practice in primary care was associated with decreased mortality at 10 years in patients with coronary heart disease. Furthermore, technology expands the possibilities for e� ective education. A carefully designed and executed study found that physicians who participated in varied formats of selected Internet CME activities
were more likely than nonparticipants to make evidence-based clinical choices in response to patient case vignettes.5 Likewise, a meta-analysis of 201 studies found Internet-based CME to be e� ective.6 In a case-control study, participation in
an Internet curriculum on safe medication use measurably
improved the practice choices of healthcare providers in case vignette surveys.7
Moreover, in an era when education is seen as a way to translate
evidence-based medicine into daily medical practice,
CME professionals have embraced accountability, carefully measuring
outcomes to help them determine which programs most e� ectively meet their desired objectives. � e days of simply measuring learners’ satisfaction with more super� cial aspects of programming are long gone. Today, supporters of medical education demand precise, systematic evaluations
of whether participants in their program perform at a higher level following education. Because CME is e� ective, physicians like it. Physicians assert that CME o� ers several advantages over other medical information resources, including the quality of content, availability of credit, accessibility, and diverse formats. � ey are part of the more than 23 million healthcare attendees at more than 125,000 activities across the United States, o� ered by over 2000 accredited CME providers.8 If an issue a� ects medical practice and quality of care, there is almost certainly a CME activity addressing it.
Physicians prefer educational over promotional activities when seeking information about advances to incorporate into their practice. In a survey of 2000 physicians representing 16 specialties, respondents said that they were more likely to turn to educational sources for such information than to colleagues or peers, pharmaceutical promotional meetings, pharmaceutical medical science liaisons, or pharmaceutical sales representatives. (CE Outcomes, 2010; unpublished data) � ese survey results support other studies that found that physicians perceive CME activities to be free of bias from commercial support. In one large prospective study, for example, the Cleveland Clinic investigated perceived bias in 346 CME activities with more than 95,000 participants.9 � is study strati� ed CME activities into 3 categories and reported participant bias evaluation � ndings of each category. � e � ndings include the following: • In the no commercial support group (149
activities), 98% reported no perceived bias;
• In the single-source commercial support group (79 activities), 98.5% reported no perceived bias; • In the multisource commercial support
group (118 activities), 98.3% reported no perceived bias.
Likewise, a study of more than 1 million online CME participants found that more than 99% did not perceive any commercial bias in the online CME activity—even when the activity was funded by a commercial sponsor.10
Effective Learning ModelsIf advances in the social sciences have contributed anything to the evolution of CME, it is the recognition that education is not a one-size-� ts-all proposition. Diversity in programming formats is important. Studies of programs using di� erent formats and venues have demonstrated that multicomponent, multiexposure approaches to delivering instructional information are very e� ective for improving knowledge retention.11 Repetition builds retention, and repetition works best across multiple learning platforms. Indeed, the most e� ective education models match method to need. Tailored learning, for example, adapts course content to meet the identi� ed needs of an individual learner. An assessment gauges gaps in areas where additional information may be needed to improve quality of care or practice performance. Educational activities can then be designed and prescribed to physicians to provide real-time information to remediate knowledge gaps and improve clinical practice. � e net e� ect is that tailored learning activities connect education to performance and improved patient outcomes.12 � e trend in CME programming is toward these tailored education programs and
away from mass educational e� orts. Leading providers are moving toward programs that identify and more e� ectively meet healthcare providers’ needs. � ey are designing programs, such as those advocated by Moore and colleagues,13 that:• Start with the desired end
in mind;• Are cognizant of physician
experiences and current state of knowledge;• Focus on material that can
be used in practice; and• Incorporate practice
and feedback in realistic settings.
� e net result should be programs that translate acquired knowledge into daily medical practice, improving competence, performance, and ultimately improving patient health.
Increasingly, programs o� ered by leading CME providers will be based on theories from the social sciences that o� er insight into changing behavior. For example, Medscape Education recently commissioned a study using the theory of planned behavior to analyze factors that predict whether interventional cardiologists are likely to use radial coronary angiography. � is theory maintains that one’s intention to use or engage in a new behavior is shaped by attitudes, norms, and one’s perceived ability to adopt the change. Researchers were able to identify and measure the impact of factors at the patient level, physician level, and institutional and systems level on physician behavior. � e result was a detailed understanding of factors that in� uence interventional cardiologists’ use of radial coronary angiography, factors that can then be addressed in speci� cally tailored educational programs. Such tailored, theory-based programs are ideally suited to the delivery platforms made possible by digital technology. � ese online platforms are much more than an add-on to live CME activities. � ey are unique learning
environments that can seamlessly link assessments designed to help physicians identify their information needs with content that expressly meets those needs. And they can place that information at physicians’ � ngertips wherever they are, whenever they want it, on whatever device they are using. Already there has been remarkable growth in
physician participation in online education. Internet-based o� erings accounted for 18% of all physician CME activities completed
Physicians report
that CME o� ers
clear advantages
over other sources
of medical
information.
ADE=adverse drug event
Pooled effect size for all activities = 0.67; P < .001. Brown JJ, Salinas GD, Cohen M, et al. Improving safe use of medication
through internet education for healthcare providers: a case-controlled study. CE Measure: The Journal of Outcomes Measurement
in Continuing Health Care Education. 2011;5:6-12.
Likelihood of using information sources when adopting new advances into practice
Drug mix-ups
threaten patient
safety
n=100 n=100 n=98 n=103 n=98 n=101n=100 n=100 n=108 n=108
Communicating
drug risks to
patients
The astute clinician:
fi ling high-value
ADE reports
Managing drug-
drug interaction
risks
Control
WHAT DO PHYSICIANS VALUE?
MODELS OF LEARNING
Participant
Teaming up to
prevent ADEs
Articles in peer-reviewed journals
Clinical practice guidelines
Opinions of nationally recognized experts
Continuing medical education courses
Colleagues and peers
Pharmaceutical promotional meetings
Pharmaceutical medical science liaisons
Pharmaceutical sales representatives
Adherence
Adoption
Agreement
Awareness
Mass Education
Tailored Education
Self-Directed Learning
Blended Learning
Practice-Based Learning
Tailored Learning
% e
vid
en
ce
-ba
sed
an
swe
rs c
ho
sen
66% 65%
7.9
0 1 2 3 4 5 6 7 8 9 10
7.7
7.5
7.4
7.0
Educ
atio
nal
Goa
ls
Learning Scope
Not likely at all Very likely
5.0
4.9
4.6
60%
44% 46%
76% 76%72%
58%55%
32
CE Outcomes LLC 2010 data.
A 2010 study of 16 specialties including 2000 physicians illustrated that CME ranks among the most highly valued
resources for medical information among physicians when adopting a new advance into practice.
New models of learning in CME which are applicable to both clinician and patient education refl ect a shift from
mass education directed at increasing awareness about an issue to more tailored approaches designed to
increase adoption of—and adherence to—new information.
INTERNET-BASED CME IMPROVED SAFE USE OF MEDICATION
36313010004 2_1842720.pgs 12.14.2012 00:57 ADVANSTAR_PDF/X-1a blackyellowmagentacyan
GREATER ACCOUNTABILITY IN PHYSICIAN EDUCATION DRIVES NEW APPROACHES, NEW TECHNOLOGY
The Evolution of Continuing
Medical Education:
From Lecture to Learning
Formal CME dates to the early 20th century; the � rst mandatory program was launched in 1934.1 From this � edgling beginning, CME grew at a phenomenal pace, evolving into a vital part of the healthcare delivery system. Increased integration of CME into medical practice yielded an increased interest in developing programs with a results-focused approach. Presenting clear, concise, relevant information was important, but it was essential that activities linked information to action, ensuring that educational programming actually a� ected medical practice. By the mid-1990s, Medscape Education connected the new vision for outcomes-driven CME with the power of digital and Internet technology. As Medscape Education’s innovative approach made CME more accessible, it also began building a membership of clinicians across multiple specialties. With a multicomponent platform that includes capabilities for learner personalization, Medscape Education delivers targeted experiences relevant to increasingly larger audiences of specialized learners, incorporating patterns of Internet use into the design of activities.
Education WorksToday, a dinner-and-a-lecture package is not good enough. CME has become an essential part of US healthcare. It is the source for current information and expert perspectives which physicians, in turn, incorporate into their practice. CME has become an inherent part of the system for one simple reason: It works. Excellent content, e� ectively executed, with appropriate measurement and feedback has a positive impact. In a review of 105 articles in the scienti� c literature, Davis and Galbraith2 found that continuing education—especially when it incorporates multimedia or multiple education techniques—is e� ective in improving physician performance. � ese � ndings were consistent with an analysis of 136 articles and 9 systematic reviews by Marinopoulos and colleagues,3 who found that the consensus of the literature is that CME achieves and maintains stated objectives, including improving knowledge, attitudes, skills, practice behavior, and clinical practice outcomes.
In addition, CME can have a dramatic impact on clinical outcomes, as was demonstrated in a study reported in Annals of Family Medicine.4 In that study, Swedish researchers documented that the use of case-based training to implement evidence-based practice in primary care was associated with decreased mortality at 10 years in patients with coronary heart disease. Furthermore, technology expands the possibilities for e� ective education. A carefully designed and executed study found that physicians who participated in varied formats of selected Internet CME activities
were more likely than nonparticipants to make evidence-based clinical choices in response to patient case vignettes.5 Likewise, a meta-analysis of 201 studies found Internet-based CME to be e� ective.6 In a case-control study, participation in
an Internet curriculum on safe medication use measurably
improved the practice choices of healthcare providers in case vignette surveys.7
Moreover, in an era when education is seen as a way to translate
evidence-based medicine into daily medical practice,
CME professionals have embraced accountability, carefully measuring
outcomes to help them determine which programs most e� ectively meet their desired objectives. � e days of simply measuring learners’ satisfaction with more super� cial aspects of programming are long gone. Today, supporters of medical education demand precise, systematic evaluations
of whether participants in their program perform at a higher level following education. Because CME is e� ective, physicians like it. Physicians assert that CME o� ers several advantages over other medical information resources, including the quality of content, availability of credit, accessibility, and diverse formats. � ey are part of the more than 23 million healthcare attendees at more than 125,000 activities across the United States, o� ered by over 2000 accredited CME providers.8 If an issue a� ects medical practice and quality of care, there is almost certainly a CME activity addressing it.
Physicians prefer educational over promotional activities when seeking information about advances to incorporate into their practice. In a survey of 2000 physicians representing 16 specialties, respondents said that they were more likely to turn to educational sources for such information than to colleagues or peers, pharmaceutical promotional meetings, pharmaceutical medical science liaisons, or pharmaceutical sales representatives. (CE Outcomes, 2010; unpublished data) � ese survey results support other studies that found that physicians perceive CME activities to be free of bias from commercial support. In one large prospective study, for example, the Cleveland Clinic investigated perceived bias in 346 CME activities with more than 95,000 participants.9 � is study strati� ed CME activities into 3 categories and reported participant bias evaluation � ndings of each category. � e � ndings include the following: • In the no commercial support group (149
activities), 98% reported no perceived bias;
• In the single-source commercial support group (79 activities), 98.5% reported no perceived bias; • In the multisource commercial support
group (118 activities), 98.3% reported no perceived bias.
Likewise, a study of more than 1 million online CME participants found that more than 99% did not perceive any commercial bias in the online CME activity—even when the activity was funded by a commercial sponsor.10
Effective Learning ModelsIf advances in the social sciences have contributed anything to the evolution of CME, it is the recognition that education is not a one-size-� ts-all proposition. Diversity in programming formats is important. Studies of programs using di� erent formats and venues have demonstrated that multicomponent, multiexposure approaches to delivering instructional information are very e� ective for improving knowledge retention.11 Repetition builds retention, and repetition works best across multiple learning platforms. Indeed, the most e� ective education models match method to need. Tailored learning, for example, adapts course content to meet the identi� ed needs of an individual learner. An assessment gauges gaps in areas where additional information may be needed to improve quality of care or practice performance. Educational activities can then be designed and prescribed to physicians to provide real-time information to remediate knowledge gaps and improve clinical practice. � e net e� ect is that tailored learning activities connect education to performance and improved patient outcomes.12 � e trend in CME programming is toward these tailored education programs and
away from mass educational e� orts. Leading providers are moving toward programs that identify and more e� ectively meet healthcare providers’ needs. � ey are designing programs, such as those advocated by Moore and colleagues,13 that:• Start with the desired end
in mind;• Are cognizant of physician
experiences and current state of knowledge;• Focus on material that can
be used in practice; and• Incorporate practice
and feedback in realistic settings.
� e net result should be programs that translate acquired knowledge into daily medical practice, improving competence, performance, and ultimately improving patient health.
Increasingly, programs o� ered by leading CME providers will be based on theories from the social sciences that o� er insight into changing behavior. For example, Medscape Education recently commissioned a study using the theory of planned behavior to analyze factors that predict whether interventional cardiologists are likely to use radial coronary angiography. � is theory maintains that one’s intention to use or engage in a new behavior is shaped by attitudes, norms, and one’s perceived ability to adopt the change. Researchers were able to identify and measure the impact of factors at the patient level, physician level, and institutional and systems level on physician behavior. � e result was a detailed understanding of factors that in� uence interventional cardiologists’ use of radial coronary angiography, factors that can then be addressed in speci� cally tailored educational programs. Such tailored, theory-based programs are ideally suited to the delivery platforms made possible by digital technology. � ese online platforms are much more than an add-on to live CME activities. � ey are unique learning
environments that can seamlessly link assessments designed to help physicians identify their information needs with content that expressly meets those needs. And they can place that information at physicians’ � ngertips wherever they are, whenever they want it, on whatever device they are using. Already there has been remarkable growth in
physician participation in online education. Internet-based o� erings accounted for 18% of all physician CME activities completed
Physicians report
that CME o� ers
clear advantages
over other sources
of medical
information.
ADE=adverse drug event
Pooled effect size for all activities = 0.67; P < .001. Brown JJ, Salinas GD, Cohen M, et al. Improving safe use of medication
through internet education for healthcare providers: a case-controlled study. CE Measure: The Journal of Outcomes Measurement
in Continuing Health Care Education. 2011;5:6-12.
Likelihood of using information sources when adopting new advances into practice
Drug mix-ups
threaten patient
safety
n=100 n=100 n=98 n=103 n=98 n=101n=100 n=100 n=108 n=108
Communicating
drug risks to
patients
The astute clinician:
fi ling high-value
ADE reports
Managing drug-
drug interaction
risks
Control
WHAT DO PHYSICIANS VALUE?
MODELS OF LEARNING
Participant
Teaming up to
prevent ADEs
Articles in peer-reviewed journals
Clinical practice guidelines
Opinions of nationally recognized experts
Continuing medical education courses
Colleagues and peers
Pharmaceutical promotional meetings
Pharmaceutical medical science liaisons
Pharmaceutical sales representatives
Adherence
Adoption
Agreement
Awareness
Mass Education
Tailored Education
Self-Directed Learning
Blended Learning
Practice-Based Learning
Tailored Learning
% e
vid
en
ce
-ba
sed
an
swe
rs c
ho
sen
66% 65%
7.9
0 1 2 3 4 5 6 7 8 9 10
7.7
7.5
7.4
7.0
Educ
atio
nal
Goa
ls
Learning Scope
Not likely at all Very likely
5.0
4.9
4.6
60%
44% 46%
76% 76%72%
58%55%
32
CE Outcomes LLC 2010 data.
A 2010 study of 16 specialties including 2000 physicians illustrated that CME ranks among the most highly valued
resources for medical information among physicians when adopting a new advance into practice.
New models of learning in CME which are applicable to both clinician and patient education refl ect a shift from
mass education directed at increasing awareness about an issue to more tailored approaches designed to
increase adoption of—and adherence to—new information.
INTERNET-BASED CME IMPROVED SAFE USE OF MEDICATION
36313010004 2_1842720.pgs 12.14.2012 00:57 ADVANSTAR_PDF/X-1a blackyellowmagentacyan
In today’s healthcare environment, clinicians are expected to capture and report on clinical measures (pay-for-performance), remain patient-centric through care coordination e� orts, and stay up to date in their � eld of practice. As a result, the need to provide relevant education anytime, anywhere, on any device is more important than ever. Consequently, the trend in continuing medical education (CME) is toward approaches that are more e� ective and e� cient. � is trend re� ects—and perhaps is even driven by—the fact that CME plays such an important role in the healthcare system, providing a critical link in the process of translating evidence-based medicine into daily medical practice. What began as a basic form of postgraduate instruction summarized by the old adage “see one, do one, teach one” has evolved into an approach
that draws upon the latest in social science research about how people
learn. Combining this advanced approach with the power of technology and learning platforms, Medscape Education is a leader of technological innovations to deliver e� ective educational
programs to physicians anytime, anywhere, on any device.
here is a new approach to lifelong learning for
healthcare professionals. This approach is effective
and accountable, and it uses technology platforms
to deliver tailored content to improve patient care.
Indeed, advances in our scientifi c understanding of how
people learn and innovation in digital technology are transforming
continuing medical education. Gone are the days of dinner with a
lecture, increasingly replaced by a more personalized approach to
physician learning that provides the information a clinician needs—
anytime, anywhere, on any device.
This new approach to continuing medical education
represents a paradigm shift in a critically important
component of the healthcare system, one that every
pharmaceutical executive needs to understand.
T
1
PUBLISHED AS A SPECIAL ADVERTISING SUPPLEMENT WITH THE JANUARY 2013 ISSUE OF PHARMACEUTICAL EXECUTIVE MAGAZINE
Greater Accountability in Physician Education DrivesNew Approaches, New Technology
in 2005. � at � gure increased to 39% by 2011.14 � e role played by online learning is certain to become even more prominent because it is so well adapted to these new models of learning in CME, which attempt to not only impart information but also change behavior. � is technology is unsurpassed in its ability to provide tailored education
that gauges the speci� c needs of the learner, delivers information to meet those needs, and evaluates progress toward the desired goals. Medscape Education leads the way in providing original content for Internet-based learning environments; developing new strategies; and using cutting-edge technology to provide education to physicians anytime, anywhere, on any device. Greater accountability. New approaches. New technology. � e landscape of CME is changing. CME is becoming truly a continuous, lifelong endeavor in which tailored learning is a signi� cant factor in program design. In this landscape, physicians turn to education to develop skills necessary to build collaborative interprofessional teams of healthcare providers. � is is the latest stage in an evolution described by Curtis Olson, editor of Journal of Continuing Education in the Health Professions, as a transformation from an “update model” in which the primary emphasis is on disseminating new scienti� c developments into one in which educational e� orts are designed to improve clinical practice.15
For CME to truly reach this next stage of evolution, however, it must capitalize on technological developments that increase physicians’ access to clinically relevant information. � e future of CME means advancing the platform on which education is delivered to improve the value and impact of the education itself.
References
1. Josseran L, Chaperon J. [History of continuing medical education in the
United States]. Presse Med. 2001;30:493-497.
2. Davis D, Galbraith R; American College of Chest Physicians Health and
Science Policy Committee. Continuing medical education effect on
practice performance: effectiveness of continuing medical education:
American College of Chest Physicians Evidence-Based Educational
Guidelines. Chest. 2009;135(3 Suppl):42S-48S.
3. Marinopoulos SS, Dorman T, Ratanawongsa N, et al. Effectiveness
of Continuing Medical Education. Evidence Reports/Technology
Assessments No. 149. Rockville, Md: Agency for Healthcare Research
and Quality; 2007.
4. Kiessling A, Lewitt M, Henriksson P. Case-based training of evidence-
based clinical practice in primary care and decreased mortality in
patients with coronary heart disease. Ann Fam Med. 2011;93:211-218.
5. Casebeer L, Brown J, Roepke N, et al. Evidence-based choices of
physicians: a comparative analysis of physicians participating in
internet CME and non-participants. BMC Med Educ. 2010;10:42.
http://www.biomedcentral.com/1472-6920/10/42 Accessed
October 14, 2012.
6. Cook D, Levinson A, Garside S, Dupras DM, Erwin PJ, Montori VM.
Internet-based learning in the health professions: a meta-analysis.
JAMA. 2008;300:1181-1196.
7. Brown J, Salinas G, et al. Improving safe use of medication through
internet education for healthcare providers: a case-controlled study. CE
Measure: The Journal of Outcomes Measurement in Continuing Health
Care Education. 2011;5:6-12.
8. Accreditation Council for Continuing Medical Education. Scope of
the system. 2012. http://www.accme.org/for-public/scope-of-the-
system Accessed October 14, 2012.
9. Kawczak S, Carey W, Lopez R, Jackman D. The effect of industry
support on participants’ perceptions of bias in continuing medical
education. Acad Med. 2010;85:80-84.
10. Ellison JA, Hennekens CH, Wang J, Lundberg GD, Sulkes D. Low
rates of reporting commercial bias by physicians following online
continuing medical activities. Am J Med. 2009;122:875-878.
11. O’Neil K, Addrizzo-Harris D; American College of Chest Physicians
Health and Science Policy Committee. Continuing medical education
effect on physician knowledge application and psychomotor skills:
effectiveness of continuing medical education: American College of
Chest Physicians Evidence-Based Educational Guidelines. Chest.
2009;135(3 Suppl):37S-41S.
12. Shirazi M, Lonka K, Parikh SV, et al. A tailored educational
intervention improves doctor’s performance in managing depression:
a randomized controlled trial. J Eval Clin Pract. 2011 Aug 30. [Epub
ahead of print]
13. Moore DE, Green JS, Gallis HA. Achieving desired results and
improved outcomes: integrating planning and assessment throughout
learning activities. J Contin Educ Health Prof. 2009;29:1-15.
14. ACCME Annual Report Data 2005-2011; Data represents percent
share of total MD participants by CME format.
15. Olson CA. Twenty predictions for the future of CPD: implications of the
shift from the update model to improving clinical practice. J Contin
Educ Health Prof. 2012;32:151-152.
WHEN 500,000 PHYSICIANS HAVE QUESTIONS, THERE IS ONE ANSWER.
www.medscape.org
Physi ian demand for
ontinuing medi al edu ation
has never been stronger and,
in fa t, ontinues to in rease.
Meds ape Edu ation answers
the all by offering the most redible,
pra ti e-relevant edu ation programs available
to over 500,000 physi ians a ross 33 spe ialties.
Only Meds ape Edu ation provides a fully integrated learning
platform to deliver a personalized edu ation experien e. Innovative
multimedia formats ombine with individualized ommuni ations,
mobile a ess, and so ial media to engage and edu ate the largest
audien e of physi ians anywhere.
When physi ians look for guidan e in understanding re ent s ientifi
data or assessing new te hniques and pro edures
that an advan e their pra ti e and improve
patient are, without question they turn to
Meds ape Edu ation.
EDUCATIONREFERENCENEWS
MEDSCAPE
EDUCATION
New models of learning
in CME re� ect a shi�
from mass education
directed at increasing
awareness about an
issue to more tailored
approaches designed to
increase adoption of—
and adherence to—new
information.
4
Interested in presenting the
value of CME to colleagues
at your organization? Visit
medscape.org/vision and
download a set of slides to
help you share key ideas from
this article.
For more information about Medscape Education,
visit www.medscape.org/vision
Copyright© 2013 by Medscape, LLC.
GREATER ACCOUNTABILITY IN PHYSICIAN EDUCATION DRIVES NEW APPROACHES, NEW TECHNOLOGY
36313010004 1_1842730.pgs 12.14.2012 01:29 ADVANSTAR_PDF/X-1a blackyellowmagentacyan
![Homepage [img.medscapestatic.com]img.medscapestatic.com/de/pi/download/DGIM/Vortrag_Homepage_v2.pdfwerden Sie auf jeden Fall gefunden! ... •Kunden für Zusatzleistungen gewinnen](https://img.pdfslide.net/doc/110x75/5fffe84e03de6820524e8380/homepage-img-img-werden-sie-auf-jeden-fall-gefunden-akunden-fr-zusatzleistungen.jpg)
