Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT		Volume 24 (Suppl 1) Volume 24, Supplement 1, Fall 2004 J Contin Educ Health Prof 2004; 24(Suppl 1):S38-S49 INVITED PAPER Physician performance and assessment and their effect on continuing medical education and continuing professional development Melnick DE A b s t r a c t This article has three key points. The first proposes and illustrates a model for planning effective continuing medical education (CME) and continuing professional development (CPD) and how assessment might fit into it. The second reviews major trends in assessment, particularly with regard to regulation and CME. The third addresses challenges for CME and CPD. Lessons for Practice: Principles for program planning include: Identify problem or need; understand motives. Measure baseline status. Educate in multiple modes. Support behavior change with appropriate tools. Assess results. Use appropriately valid and reliable measurement tools. Trends in Assessment include: Assessment is competency based Assess at all levels, using the lowest appropriate level. Systematically combine point in time and continuous assessment. Technology spawns new tools. Regulation and certification drive assessment and continuing professional development. MeSH Terms: Certification; Clinical Competence; Education, Medical, Continuing; Educational Measurement; Licensure; Physicians
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