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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