Kathleen Geissel (Medscape, LLC); Maziar Abdolrasulnia (CE Outcomes, LLC); Caroline Robinson (CE Outcomes, LLC)
Synopsis
Clinician self-assessment and self-directed learning are the models upon which traditional CME is developed. However, recent studies suggest that self-planned educational interventions are likely to be inefficient if clinicians are not clear about what they need to learn. This session reviews a new approach to designing CME wherein the learner is guided to specific education based on their individual assessment, rather than toward reinforcement of information they have already mastered.
Purpose
Improvement in clinical performance can be achieved through CPD/CME activities that are aligned with learning theories. Research demonstrates that tailored content that corresponds to the needs of learners is often more effective than generalized activities. However, out of necessity, many CME activities are built for broad audiences and are unlikely to match the specific learning needs of each participant individually. As a result, physicians often participate in education that reinforces what they already know vs. improving their performance. By structuring CME activities to facilitate tailored access to the education/materials necessary to address participants’ individual educational needs and by guiding participants through the appropriate sequence of learning modules, learning efficiency is improved, increasing the likelihood of improved performance outcomes.
Format
Presentation, demonstration and case study discussion lead participants through an interactive session highlighting a novel approach to designing tailored CME. Best practices are described, including leveraging multimedia online platforms and using self-assessments to coordinate and direct individualized learning plans. Outcomes data from tailored educational activities are compared to traditional CME designs. Where appropriate, case studies contextualize the data and provide real-world examples of incorporating tailoring into CME strategies.
Declaration
All authros have an interest in selling a technology, program, product, and/or service to CPD/CME professionals
Expected Outcomes
Upon completion of this session, participants will be able to:
• Describe data and learning theories that support a tailored approach to CME education
• Differentiate the learning outcomes achieved by different approaches to CME design across the spectrum from autonomous to tailored learning
• Describe key elements required to facilitate a tailored learning program
Funding Sources
This research is funded by Medscape, LLC.
