Curriculum Development in Medical Education: Planning a CME Activity Richard F. Tischler, Jr., PhD, FACEHP Executive Director, CME University of Maryland School of Medicine
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
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.
Can a 45 minute presentation help address this practice gap?
Can a 45 minute presentation help address this practice gap? Yes!
Target Audience CME activity Course Directors CME activity Planning Committee members CME activity faculty members
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
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
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
Evaluation of Effectiveness Quality of CME documentation Regulatory compliance Quality of the presentations Review of participant feedback Course director follow up
A Curriculum Model for CME
A Curriculum Model for CME
A Curriculum Model for CME
A Curriculum Model for CME
A Curriculum Model for CME
INEFFECTIVE
What is the difference between current practice and optimal practice? Current Practice Optimal Practice The GAP
Is CME the answer?
What s causing the gap? Current Practice Optimal Practice Institutional Barriers Financial Barriers Technology Politics
What s causing the gap? Current Practice Lack of: Awareness Knowledge Competence Performance Optimal Practice
Educational Needs Current Practice Lack of: Awareness Knowledge Competence Performance Optimal Practice
Educational Need Educational Intervention
Target Audience Scope of Practice
Target Audience Scope of Practice
Target Audience Scope of Practice
Target Audience Scope of Practice
Target Audience Spectrum Generalist Resident Status Quo Specialist Experienced Practitioner Ready to change
Target Audience Narrow Spectrum Generalist Resident Status Quo Specialist Experienced Practitioner Ready to change
Target Audience Wide Spectrum Generalist Resident Status Quo Specialist Experienced Practitioner Ready to change
Teacher Centered Model Student Student Teacher Student
Learner Centered Education Expert Expert Learner Expert
Keep the desired result in mind! Raise Awareness Increase Knowledge Improve Competence Improve Performance Improve Patient Health
Writing the Learning Objectives What do you want the learners to do when they leave your activity?
Understand
Linking it Together Identified Practice Gap Educational Need of the Target Audience Learning Objective for the Educational Activity Desired Result (Measurable)
Gap Need Result Objective
Educational Formats and Methodologies What is the best way to achieve the desired results?
Lecture with Q&A
Case Presentations (with learner engagement)
Simulated/Actual Patients
Hands on Practice
Multi media
What is the rationale for the educational formats or methodologies you ve chosen?
Physician Attributes and Competencies Patient Care Medical Knowledge Practice Based Learning and Improvement Systems Based Practice Professionalism Interpersonal Skills and Communication
Choosing Faculty Members A zzzzz? B
Desirable Faculty Member Characteristics Knowledgeable Skilled Presenter Learner centered Reliable and Punctual
Financial Relationships Conflict of Interest
National Faculty Education Initiative www.nfeinitiative.org
The ABCs of Accredited CME www.abcsofcme.org American Academy of Dermatology
Content Concerns
Complexity Content Concerns
Content Concerns Complexity Evidence based
Content Concerns Complexity Evidence based Learner centered
Content Concerns Complexity Evidence based Learner centered Clearly presented
Patient Care Recommendations
Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual
Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual
Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual
Logistics Faculty and Learner Travel Registration Room Setup and Lighting Audio/Visual
Evaluation of Effectiveness
Thank you! 6 8634 rtischler@som.umaryland.edu