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		Volume 27 (Supplement 1) Volume 27, Supplement 1, Fall 2007 J Contin Educ Health Prof 2007; 27(Suppl1):S40 RESEARCH ARTICLE A conceptual model of CME to address disparities in depression care Donald E. Moore Jr, Ronald M. Cervero, Robert Fox A b s t r a c t The gap between best practices and actual practice in depression care—the difference between “what should be” and “what is”—is wider for ethnic and racial minorities than for the general population. Education alone is not reducing the gap or improving outcomes. Interventions such as the chronic care model have demonstrated improvements in physician performance and patient health status, both in the general population and among ethnic and racial minorities. Recent reviews of continuing medical education (CME) have shown that it is effective when the planned activities include (1) needs assessment and a focus on higher-level outcomes, (2) multiple ongoing activities that are sequenced for learning, (3) planning that considers the context in which the learned principles will be applied, (4) interactivity, and (5) active learning. The authors describe an approach to planning CME reflecting these five factors and suggest that CME planned in this way be combined with the chronic care model to enhance outcomes further. Lessons for Practice Five factors appear to be associated with CME effectiveness: (1) needs assessment and high-level outcomes, (2) multiple activities that are sequenced, (3) contextual learning activities that reflect the setting where the new knowledge or skills will be used, (4) interactivity, and (5) active learning Education alone has not produced expected outcomes in addressing disparities in depression care; combining CME using these five elements with interventions such as the chronic care model that have demonstrated success may enhance educational and clinical outcomes Use of Green’s predisposing-enabling-reinforcing model and Merrill’s rule example-practice-feedback as organizing principles will help CME professionals operationalize the five CME success factors
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