Educational Impact & Outcomes
The impact of CME activities can be measured across multiple dimensions that include participation, satisfaction, learning (knowledge, skills, attitudes), performance, and patient and population outcomes. Numerous educational strategies are available that have a positive impact on learning and behavior. These strategies integrate basic principles of adult learning that include self assessment, self–directed learning, reflection, and reinforcement of new knowledge or behaviors. UCSD CME has a commitment to provide innovative education that impacts physician’s knowledge and behavior, and ultimately results in improved patient care.
The following educational strategies are being used in many UCSD CME activities to improve learning and clinical practice.
Pre-Conference Activities
Adult learners are self-directed and can be motivated by internal factors such as knowledge regarding information or skills they perceive they need but have not yet attained. UCSD CME activities can assist in focusing physicians by asking them to identify specific learning objectives prior to the CME program. Pre-tests can be offered to measure baseline knowledge, provide comparison to published benchmarks and to refine individual educational goals. Peer comparisons of knowledge and practice behaviors can increase motivation to learn new information and/or change clinical practices.
Conference Activities
Pre-tests offered via an audience response system (ARS) at CME activities increase attention and audience participation. Anonymity encourages participation and permits participants to identify and refine learning objectives. Responses provide information about learning needs and allow the speakers to focus and modify their teaching. ARS can also be used for active learning in case presentations by allowing physician attendees to participate in diagnostic and treatment decisions.
Post-Conference Activities
Post-tests and surveys can reinforce key learning points of the CME activity and provide an opportunity for physicians to evaluate their learning. Peer comparisons can generate additional reflection and motivation. Studies have shown that actual practice application increases when program participants are asked to target new behaviors and make a commitment to change. A customized follow-up questionnaire evaluates changes in practice and identifies any barriers that have prevented it. Retention of knowledge can be measured by repeating the post-test at future intervals. Post conference, self-directed activities can be developed to provide remarkable opportunities for individual CME.
Please contact Helena Zandstra, Assistant Director at (858) 534-3909 or hzandstra@ucsd.edu for further information.
