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 29 (1) Volume 29, Issue 1, Winter 2009 J Contin Educ Health Prof 2009; 29(1):1-15 FOUNDATIONS OF CONTINUING EDUCATION Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities Donald E. Moore Jr., Joseph S. Green, Harry A. Gallis A b s t r a c t Most physicians believe that to provide the best possible care to their patients, they must commit to continuous learning. For the most part, it appears the learning activities currently available to physicians do not provide opportunities for meaningful continuous learning. At the same time there have been increasing concerns about the quality of health care, and a variety of groups within organized medicine have proposed approaches to address issues of physician competence and performance. The authors question whether CME will be accepted as a full partner in these new approaches if providers continue to use current approaches to planning and assessing CME. A conceptual model is proposed for planning and assessing continuous learning for physicians that the authors believe will help CME planners address issues of physician competence, physician performance, and patient health status. Lessons for Practice Current approaches to continuing medical education may not be useful as CME providers attempt to provide more performance-based learning activities in response to the requirements of Maintenance of Certification (MoC), Maintenance of Licensure (MoL), and competency-based re-credentialing. CME planners should examine the characteristics of their CME programs to determine what elements of the conceptual model presented here will help them develop and assess more performance-based CME activities. The single most important change that CME planners can make may be to provide opportunities for formative assessment during CME activities by incorporating practice and feedback sessions.
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