Curriculum Development in Medical Education: Planning a CME Activity

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1 Curriculum Development in Medical Education: Planning a CME Activity Richard F. Tischler, Jr., PhD, FACEHP Executive Director, CME University of Maryland School of Medicine

2 Curriculum Development Models Many models in existence Today s discussion will focus on the model reflected in the regulations of the Accreditation Council for Continuing Medical Education (ACCME) That model was used to plan and develop this presentation

3 Professional Practice Gap Many CME activities are planned and implemented without a clear curriculum model for learnercentered education. In addition, course directors sometimes do not implement required regulatory guidelines into their activity planning. As a result, their activities are less effective in achieving practice change and in complying with regulatory requirements. Optimal practice would include the planning and implementation of learner centered, compliant, effective CME activities.

4 Can a 45 minute presentation help address this practice gap?

5 Can a 45 minute presentation help address this practice gap? Yes!

6 Target Audience CME activity Course Directors CME activity Planning Committee members CME activity faculty members

7 Educational Needs Lack knowledge of the required curriculum model Lack awareness of regulatory requirements in curriculum and content planning Lack complete knowledge of CME industry best practices Lack a complete set of strategies for implementation of models, regulatory requirements, and best practices in proposed activities

8 Learning Objectives At the conclusion of this presentation, participants should be able to: Describe a curriculum planning model Complete required CME Application and Planning Documents Define relevant, selected regulatory requirements for planning certified CME activities Implement best practices and strategies for a successful CME activity

9 Desired Result Participants will be able to implement strategies for designing a successful CME activity, including: Documenting their implementation of the required curriculum model Choosing appropriate faculty members Developing, reviewing, and presenting CME content that is learner centered, compliant, and effective in changing practice

10 Evaluation of Effectiveness Quality of CME documentation Regulatory compliance Quality of the presentations Review of participant feedback Course director follow up

11 A Curriculum Model for CME

12 A Curriculum Model for CME

13 A Curriculum Model for CME

14 A Curriculum Model for CME

15 A Curriculum Model for CME

16 INEFFECTIVE

17 What is the difference between current practice and optimal practice? Current Practice Optimal Practice The GAP

18 Is CME the answer?

19 What s causing the gap? Current Practice Optimal Practice Institutional Barriers Financial Barriers Technology Politics

20 What s causing the gap? Current Practice Lack of: Awareness Knowledge Competence Performance Optimal Practice

21 Educational Needs Current Practice Lack of: Awareness Knowledge Competence Performance Optimal Practice

22 Educational Need Educational Intervention

23 Target Audience Scope of Practice

24 Target Audience Scope of Practice

25 Target Audience Scope of Practice

26 Target Audience Scope of Practice

27 Target Audience Spectrum Generalist Resident Status Quo Specialist Experienced Practitioner Ready to change

28 Target Audience Narrow Spectrum Generalist Resident Status Quo Specialist Experienced Practitioner Ready to change

29 Target Audience Wide Spectrum Generalist Resident Status Quo Specialist Experienced Practitioner Ready to change

30 Teacher Centered Model Student Student Teacher Student

31 Learner Centered Education Expert Expert Learner Expert

32 Keep the desired result in mind! Raise Awareness Increase Knowledge Improve Competence Improve Performance Improve Patient Health

33 Writing the Learning Objectives What do you want the learners to do when they leave your activity?

34 Understand

35 Linking it Together Identified Practice Gap Educational Need of the Target Audience Learning Objective for the Educational Activity Desired Result (Measurable)

36 Gap Need Result Objective

37 Educational Formats and Methodologies What is the best way to achieve the desired results?

38 Lecture with Q&A

39 Case Presentations (with learner engagement)

40 Simulated/Actual Patients

41 Hands on Practice

42 Multi media

43 What is the rationale for the educational formats or methodologies you ve chosen?

44 Physician Attributes and Competencies Patient Care Medical Knowledge Practice Based Learning and Improvement Systems Based Practice Professionalism Interpersonal Skills and Communication

45 Choosing Faculty Members A zzzzz? B

46 Desirable Faculty Member Characteristics Knowledgeable Skilled Presenter Learner centered Reliable and Punctual

47 Financial Relationships Conflict of Interest

48 National Faculty Education Initiative

49 The ABCs of Accredited CME American Academy of Dermatology

50 Content Concerns

51 Complexity Content Concerns

52 Content Concerns Complexity Evidence based

53 Content Concerns Complexity Evidence based Learner centered

54 Content Concerns Complexity Evidence based Learner centered Clearly presented

55 Patient Care Recommendations

56 Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual

57 Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual

58 Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual

59 Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual

60 Evaluation of Effectiveness

61

62 Thank you! rtischler@som.umaryland.edu

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