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Volume 28 (3)
Volume 28, Issue 3, Summer 2008 
J Contin Educ Health Prof 2008; 28(3):165
RESEARCH ARTICLE
Lisa Kühne-Eversmann, Thomas Eversmann, Martin R. Fischer A b s t r a c t Introduction: There is a strong need for high-quality continuing medical education (CME) in Germany. To maintain a medical license, physicians are required to participate in regular training. Although evidence suggests that compared to lectures interactive methods can impart sustainable knowledge and a high degree of satisfaction, few interactive CME courses are offered. Methods: We designed an interactive, team-based CME concept and launched it in a series of seminars on internal medicine. The group work was designed using team-based learning. Pre- and postcourse knowledge tests with an electronic voting system and paper questionnaires (Likert scale 1–6) were used to evaluate knowledge, motivation, and expectations of the participants (n = 159). Results: Participants rated the interactivity and team-based discussion (mean: 4.57, SD: 1.41) of the CME seminars as highly important reasons to participate and stated that the CME course was very instructional (mean: 5.16, SD: 0.84) and the case discussions enhanced their learning (mean: 5.46, SD: 0.75). The majority of participants stated that their expectations were met. The participants enhanced their outcome from a mean of 47.2% right answers prior to the course to 70.3% in the postcourse test ( p < 0.001). Discussion: An interactive, case-based design of a CME course following the team-based learning concept leads to a significant gain in the participants’ knowledge with an identified preknowledge level. Participants’ expectations seemed fulfilled by a CME course design, which combines small group discussions in the lecture hall with didactic lectures and intensive discussion. Key Words: continuing medical education (CME), team-based learning, case-based learning, knowledge gain, interactive Lessons for Practice
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