Best Practices for Writing CME Needs Assessments
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1 Best Practices for Writing CME Needs Assessments Ruwaida Vakil MS, Principal, ProMed Write LLC, Somerset NJ Donald Harting MA, ELS, CHCP, President, Harting Communications LLC, Downingtown, PA SUMMARY Use this mini tutorial to quickly understand how to write an effective needs assessment. This tutorial covers the best current practices for assessing and documenting the need for accredited continuing medical education for physicians and other health care professionals. After completing this tutorial you should understand the key components of a good needs assessment. Definition A needs assessment (NA) is any passage of text that documents the need for instruction on a particular topic among physicians and other healthcare professionals. This NA may also be called a gap analysis. Normally the NA is just one part of a larger document, often called a CME grant proposal. Typically this larger document will also include sections on budget, audience generation, and outcomes analysis. A proposal for an accredited activity will also contain some indication of how many continuing education credits may be awarded, and information about the organization awarding credit. These additional sections are NOT included in this tutorial. Importance A well-written NA can serve as the foundation for one or more educational interventions including instructional content, and outcomes measurement. For this reason, a professional NA is considered part of good instructional design. NAs are often recommended by the organizations that confer continuing education credit for health care professionals, such as the Accreditation Council for Continuing Medical Education (ACCME). Commercial supporters also frequently require NAs as part of an educational grant request. For this reason, they are also considered a best practice by continuing medical education professionals. Getting Started Many clients have templates they can provide to you for needs assessments. These templates generally require you to develop the following areas: 1
2 A brief disease-state background Currently available therapies Therapies under development Practice guidelines Current practice Deficits in practice Practice gaps Educational needs Learning objectives Charts and other graphics The key to writing a strong NA is identifying clear and concise practice gaps. These are areas where actual clinical practice departs from ideal practice. For example, if patients with chronic myeloid leukemia are supposed to have their response to treatment monitored 4 times a year and they are only being monitored once a year, that s a clear practice gap and you re on your way. Next, you will need to determine which clinicians have the gap -- is it physicians? Laboratory scientists? Oncology nurses? You will also need to determine where the gap is most evident -- in academic medical centers? Community cancer centers? You will also need to identify one or more reasons for the gap. Is the reason related to time constraints? Lack of familiarity with practice guidelines? Confusion over who is supposed to order the tests? Uncertainty over which tests to order or how to interpret them? Could insurance coverage for the tests be part of the problem? Preferably, one or more of these reasons can be addressed by education -- otherwise, you don t have much basis for recommending an intervention. Sources of Evidence Your key task as a writer will be to marshal evidence to support 2 assertions: 1) A gap exists 2) The gap can be narrowed via education. As a practical matter, much of the time you spend producing a strong NA will be conducting research to find this evidence. A recent nationwide survey among more than 100 people who write NAs for accredited CME asked respondents to identify sources of information they use to identify professional practice gaps. 1 As you can see from Figure 1, 98% of respondents said they search the medical literature, 94% cite clinical practice guidelines, and 73% interview experts. Surveys and focus groups are also used occasionally. 2
3 Figure 1. Sources of evidence The same survey asked respondents to identify the types of charts and graphics, if any, they normally include. As you can see from Figure 2, about half the respondents said they usually include a chart showing alignment of practice gaps with learning objectives and desired outcomes. Figure 2. Graphic preferences Various other types of charts and graphs are sometimes included, but it s clear that text-only NAs are also acceptable: a full third of respondents said they don t include charts, tables, or graphs. 3
4 Recipes to Follow Based on additional information gathered during the survey results, as well as from 2 focus groups attended by experienced NA writers, we have come up with 3 recipes to follow when writing NAs: standard, better, and deluxe. These recipes recommend key ingredients to include as you prepare a treat for your readers. Figure 3. Components of a standard needs assessment KOL=key opinion leader Figure 4. Additional components of a better needs assessment 4
5 Figure 5. Additional components of a deluxe needs assessment Acknowledgements The authors would like to thank Sandra H. Binford MEd, and Karen Overstreet, EdD, RPh, FACEHP, CHCP, ELS, for their contributions to the content of this pocket training. References 1. Vakil R, Harting D. Survey of practices among medical writers involved in CME needs assessment. 2014; Available at: Accessed May 28, Ruwaida Vakil MS and Donald Harting MA, ELS, CHCP. Publication rights granted to the American Medical Writers Association. 5
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