Philip Bellman (Kaiser Permanente Northern California); Carol Havens (Kaiser Permanente Northern California)

Synopsis

New physicians expect flexible learning options that are easy to access, employ new technologies, and result in improved patient care. This workshop will focus on ways participants can employ multi-interventional strategies to design interactive and engaging education that meets diverse learning needs of younger learners while leveraging new electronic formats and devices.

Purpose

Over the past decade, learning preferences of young physicians have shifted dramatically, altering the landscape of CME/CPD. New physicians expect flexible learning options that are easy to access, employ new technologies, and result in improved patient care. The change in clinician demographics and learning styles presents both challenges and opportunities for medical education.

This session will focus on ways participants can employ multi-interventional strategies to design interactive and engaging education that meets diverse learning needs of younger learners while leveraging new electronic formats and devices. It will help CME/CPD programs consider options for augmenting traditional in-person CME/CPD instruction with more flexible web-based and self-study methods.

Format

This session will examine trends in physician demographics and learning preferences and showcase results from studies of 7,000 physicians in a large integrated health care system. Young physicians increasingly are women, utilize a broad range of electronic information resources, desire greater flexibility in educational access and formats, and expect that education be relevant to their work and patient care. The workshop will demonstrate how interactive webinars, web-based learning modules, just-in-time resources, and online communities of learning, can be combined with traditional CME/CPD to realize improved practice outcomes.

Expected Outcomes

Participants will be able to:

• Assess the impact of shifting physician demographics and learning preferences on their CME/CPD program.
• Identify opportunities to employ multi-interventional educational strategies and leverage new technologies.
• Provide educational opportunities that are more effective, interactive, and aligned with the rapidly changing learning preferences of younger clinicians.

Declaration

The authors have no real or apparent conflicts of interest to disclose.