Evaluation of a Collaborative Program on Smoking Cessation: Translating Outcomes Framework Into Practice

Shershneva, Marianna B.; Larrison, Christopher R.; Robertson, Sheila; Speight, Mike

doi:10.1002/chp.20146

Cited by 20 publications

(17 citation statements)

References 19 publications

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“…Several case studies have demonstrated that education, specifically Performance Improvement (PI) CME, improves clinical practice. [28][29][30][31][32][33][34][35] However, to our knowledge, data do not exist regarding the use of the PI CME format in the specialty of dermatology. PI CME helps physicians evaluate their practice and implement evidencebased strategies to overcome identified gaps, then remeasure their performance after these strategies have been implemented in their practice.…”

mentioning

confidence: 65%

Impact of a Performance Improvement CME activity on the care and treatment of patients with psoriasis

Gist¹,

Bhushan²,

Hamarstrom³

et al. 2015

Journal of the American Academy of Dermatology

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mentioning

confidence: 65%

Impact of a Performance Improvement CME activity on the care and treatment of patients with psoriasis

Gist¹,

Bhushan²,

Hamarstrom³

et al. 2015

Journal of the American Academy of Dermatology

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“…In particular, evidence-based adult and organizational learning principles were drawn from articles that included but were not limited to Marinopolous and colleagues, 6 Moore and colleagues, 7 and Staker. 8 Furthermore, the evaluation results reported in the article in this supplement by Shershneva and colleagues 9 demonstrated that improvements in performance and patient outcomes were achieved.…”

Section: Alliance Competency Area 1: Adult and Organizational Learninmentioning

confidence: 89%

The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative

Balmer

Bellande

Addleton

et al. 2011

Journal of Continuing Education in the Health Professions

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The heightened demand for accountability, access, and quality performance from health care professionals has resulted in linkages between continuing education (CE), performance improvement (PI), and outcomes. CE health professionals must also expand their skills and abilities to design, implement, and measure CE activities consistent with these new expectations. In addition to administrative and meeting-planning activities, new competencies associated with educational consultation and performance coaching are needed. This article utilizes the Alliance competencies as the framework for discussion of the competencies of CE professionals and applies it to the unique setting of a collaborative. The CS2day initiative serves as an example of the application of these competencies in this environment. The framework of the Alliance competencies can serve as a guide and a tool for self-assessment, work design, and professional development at individual, organization, and systems levels. Continual reassessment of the Alliance competencies for CE in the health professions will be critical to the continued effectiveness of CE that is linked to performance improvement and outcomes for the CE professional and the health care professionals we serve. A collaborative can provide one option for meeting these new expectations for professional development for CE professionals and the creation of effective educational initiatives.

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“…Combined, these needs data helped prioritize and plan intervention content to focus on areas of relatively greater needs more than those of relatively smaller needs. The competency framework was carried through to the outcomes measures as well: as shown in this supplement by Shershneva et al 11 (FIGURE 1), greater improvements were made in the areas of Advise, Assist, and Arrange compared to the Ask and Assess competencies. These changes correspond to what would be expected based on the size of gaps in needs assessment data (FIGURE 2).…”

Section: Discussionmentioning

confidence: 99%

“…Our approach was to develop a series of clinical competency statements that could serve as the basis for developing tools and instruments to: assess learning needs, develop educational activities, and assess the outcomes of those activities. These competencies also served as the basis of tools for a summative assessment of the entire CS2day initiative, as reported elsewhere in this supplement (see the article by Shershneva et al 11 in this supplement).…”

Section: Introductionmentioning

confidence: 99%

Developing Clinical Competencies to Assess Learning Needs and Outcomes: The Experience of the CS2day Initiative

McKeithen¹,

Robertson²,

Speight³

2011

Journal of Continuing Education in the Health Professions

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An outcomes-based education (OBE) approach was desired for the CS2day initiative, and the size and scope of the initiative compelled a consistent and cohesive framework in order to apply such an approach. A series of competency statements were developed to provide that framework. The competency statements were based on current clinical guidelines, and further refined through stakeholder interviews and expert feedback. These competency statements were utilized throughout the CS2day initiative as the foundation for needs assessments, activity planning and development, and outcomes measurement. The CS2day partners found these competencies useful in developing over 150 educational activities in the initiative. The competencies became the firm linkages between the needs and outcomes measures used for all CS2day activities, and enabled a summative evaluation to be developed for the entire initiative. This article describes the rationale for developing the competencies, the methods used to deploy them, and the tools that incorporated these competencies.

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Evaluation of a Collaborative Program on Smoking Cessation: Translating Outcomes Framework Into Practice

Cited by 20 publications

References 19 publications

Impact of a Performance Improvement CME activity on the care and treatment of patients with psoriasis

Impact of a Performance Improvement CME activity on the care and treatment of patients with psoriasis

The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative

Developing Clinical Competencies to Assess Learning Needs and Outcomes: The Experience of the CS2day Initiative

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