Didactic CME and practice change: don’t throw that baby out quite yet

Olson, Curtis A.; Tooman, Tricia

doi:10.1007/s10459-011-9330-3

Cited by 22 publications

(21 citation statements)

References 22 publications

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“…The study also reinforced previous research which demonstrated the value of using Kirkpatrick's (1998) model for evaluating the impact of learning experiences (Olson and Toomoan 2012, May and Kinnison 2015). …”

Section: Outcomes-based Cpd Modelssupporting

confidence: 85%

Assessing and enhancing quality through outcomes‐based continuing professional development (CPD): a review of current practice

Wallace

May

2016

Veterinary Record

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Numerous professional bodies have questioned whether traditional input-based continuing professional development (CPD) schemes are effective at measuring genuine learning and improving practice performance and patient health. The most commonly used type of long-established CPD activities, such as conferences, lectures and symposia, have been found to have a limited effect on improving practitioner competence and performance, and no significant effect on patient health outcomes. Additionally, it is thought that the impact of many CPD activities is reduced when they are undertaken in isolation outside of a defined structure of directed learning. In contrast, CPD activities which are interactive, encourage reflection on practice, provide opportunities to practice skills, involve multiple exposures, help practitioners to identify between current performance and a standard to be achieved, and are focused on outcomes, are the most effective at improving practice and patient health outcomes.

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Section: Outcomes-based Cpd Modelssupporting

confidence: 85%

Assessing and enhancing quality through outcomes‐based continuing professional development (CPD): a review of current practice

Wallace

May

2016

Veterinary Record

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“…We now have 39 systematic reviews that present an evidence‐based approach to designing CME so that it is more likely to achieve the outcomes of improved physician performance and patient health outcomes. With this significant evidence base about CME effectiveness, in tandem with numerous reports of practical strategies for effective CME, reforming the landscape of CME is less a knowledge problem than a political problem of changing the systems of which CME is an important constituent element . There is no reason to expect that CME can, or even should, be immune from the social, political, and economic agendas of the institutions that sponsor it or those of the wider society .…”

Section: Discussionmentioning

confidence: 99%

The Impact of CME on Physician Performance and Patient Health Outcomes: An Updated Synthesis of Systematic Reviews

Cervero

Gaines

2015

Journal of Continuing Education in the Health Professions

398

307

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Future research on CME effectiveness must take account of the wider social, political, and organizational factors that play a role in physician performance and patient health outcomes. We now have 39 systematic reviews that present an evidence-based approach to designing CME that is more likely to improve physician performance and patient health outcomes. These insights from the scientific study of CME effectiveness should be incorporated in ongoing efforts to reform systems of CME and health care delivery.

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“…This has led to an exploration of frameworks for CPD more focused on outcomes (Moore and others 2009, Van Hoof and Meehan 2011), such as behavioural changes, that lead to client benefits. However, it is important that new methods, like the old, are evaluated to ensure that they are achieving their desired goals (Schostak and others 2010, Olson and Tooman 2012). This study has confirmed that Kirkpatrick's (1998) framework provides a useful tool for evaluating the effectiveness of any learning experience beyond basic levels of enjoyment (Leung and others 2010, Olson and Tooman 2012).…”

Section: Discussionmentioning

confidence: 99%

Continuing professional development: learning that leads to change in individual and collective clinical practice

May

Kinnison

2015

Veterinary Record

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The lack of effectiveness of traditional models of continuing professional development is increasingly recognised. While they can lead to increased knowledge of participants, research suggests that there is a general failure to produce meaningful and sustained changes in clinician behaviours. The aim of this study was to explore the effect of the Royal College of Veterinary Surgeons' (RCVS) new individual outcomes-focused approach to delivery of continuing professional development (CPD) through the reflective accounts of participant experiences. Content analysis of 12 summaries of their learning, produced by early pioneers of the Professional Key Skills (PKS) Module of the RCVS Certificate in Advanced Veterinary Practice, revealed that the benefits of the PKS-related professional development is best understood through 'a framework of 'stakeholder' dynamics', with impact and behavioural change at the individual participant level having an effect on practice team behaviours, leading to patient, owner and business benefits. It can be concluded that, at least for these early pioneers, this new model for CPD has resulted in changes that have gone beyond knowledge accumulation to changed practitioner behaviours and recognisable patient, owner and business benefits.

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Didactic CME and practice change: don’t throw that baby out quite yet

Cited by 22 publications

References 22 publications

Assessing and enhancing quality through outcomes‐based continuing professional development (CPD): a review of current practice

Assessing and enhancing quality through outcomes‐based continuing professional development (CPD): a review of current practice

The Impact of CME on Physician Performance and Patient Health Outcomes: An Updated Synthesis of Systematic Reviews

Continuing professional development: learning that leads to change in individual and collective clinical practice

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