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

Balmer, Jann T.; Bellande, Bruce J.; Addleton, Robert L.; Havens, Carol

doi:10.1002/chp.20150

Cited by 10 publications

(8 citation statements)

References 9 publications

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“…Continuing education, leadership skills, and scientific development are dominant issues for the current critical care practitioner, although it remains unclear whether knowledge gaps or implementation barriers are larger drivers of these deficits. The large need for continuing medical education (CME) activities may be related to the increasing scrutiny being paid towards self-assessment as a link to improved performance improvement and patient outcomes (8, 9), but much work Is required to learn how to best disseminate this material amidst a variety of learning styles. Leadership and scientific development are two large areas important for career development in both the academic and community settings; they are often covered superficially in traditional medical education given the increasing time devoted to the ever-expanding body of medical knowledge but represent future opportunity as traditional pedagogies change to meet the needs 21 st century learners (10).…”

Section: Discussionmentioning

confidence: 99%

An International Career Development Survey of Critical Care Practitioners*

Patel

Laudański

Pandharipande

2014

Critical Care Medicine

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OBJECTIVE To understand the career development needs of an international multidisciplinary group of critical care practitioners in the 21st century. DESIGN A web-accessible survey deployed by the In-Training Section of the Society of Critical Care Medicine (SCCM). SETTING University health sciences center. SUBJECTS Physicians (MD, DO), Advanced Practice Provider (NP, PA), Nurses (RN), Pharmacists, and Student members of the SCCM. INTERVENTIONS The survey covered domains of demographics, opinions about career development, and opinions about the SCCM In-Training Section. MEASUREMENTS AND MAIN RESULTS 1,049 of approximately 16,000 SCCM members responded to the survey (7% response rate). Continuing education (280, 26.7%), leadership skills (197, 18.8%), and scientific development (192, 18.3%) are among the most important issues for the respondents. Many critical care practitioners would like to assist SCCM's efforts in career development (948, 90.4%) and many would consider some aspect of committee involvement (796, 75.9%). The SCCM In-Training Section, whose primary mission is career development across the spectrum of providers and expertise levels, needs improved advertisement (981, 93.7%). There is strong support for upcoming Annual Congresses dedicated to career development (834, 79.5%). Of the three main methods of information dissemination for SCCM career development initiatives from the In-Training Section, respondents rank email highest (762, 72.6%), followed by webpages (228, 21.7%) and I-rooms (59, 5.6%). Over half of the SCCM membership surveyed lack a career development mentor in critical care. CONCLUSIONS This is the largest assessment of the international critical care community regarding the career development needs of 21st century critical care practitioner, although the limited response rate makes this work prone to sampling bias. Career development issues are broad and in need of further development by the SCCM In-Training Section. Although these initiatives need improved marketing, the SCCM membership is willing to help support them and work to further shape them in the future.

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Section: Discussionmentioning

confidence: 99%

An International Career Development Survey of Critical Care Practitioners*

Patel

Laudański

Pandharipande

2014

Critical Care Medicine

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“…The shift in these goals for CE and CPD requires that CE professionals also develop new knowledge and skills to effectively create the education and performance improvement opportunities that are central to maintaining competence. While discussions about competencies in health care are primarily focused on the health professional (ABMS, ACGME, ANCC, ACPE, ACCME), there are new competencies for the CE professional that go beyond meeting planning and administrative management of educational activities 35. These health profession competencies serve as a framework for the core skills and abilities in CE/CPD.…”

Section: Introductionmentioning

confidence: 99%

The transformation of continuing medical education (CME) in the United States

Balmer¹

2013

AMEP

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This article describes five major themes that inform and highlight the transformation of continuing medical education in the USA. Over the past decade, the Institute of Medicine (IOM) and other national entities have voiced concern over the cost of health care, prevalence of medical errors, fragmentation of care, commercial influence, and competence of health professionals. The recommendations from these entities, as well as the work of other regulatory, professional, academic, and government organizations, have fostered discussion and development of strategies to address these challenges. The five themes in this paper reflect the changing expectations of multiple stakeholders engaged in health care. Each theme is grounded in educational, politico-economic priorities for health care in the USA. The themes include (1) a shift in expectation from simple attendance or a time-based metric (credit) to a measurement that infers competence in performance for successful continuing professional development (CPD); (2) an increased focus on interprofessional education to augment profession-specific continuing education; (3) the integration of CPD with quality improvement; (4) the expansion of CPD to address population and public health issues; and (5) identification and standardization of continuing education (CE) professional competencies. The CE profession plays an essential role in the transformation of the US CPD system for health professionals. Coordination of the five themes described in this paper will foster an improved, effective, and efficient health system that truly meets the needs of patients.

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“…The Alliance for CME recently developed a set of competencies that begin to approach the characteristics and skills that the "new" CPD professional should possess. Balmer and colleagues 26 demonstrated how the activities of the individuals involved in the CS2day initiative, a CME effort that demonstrated important successes in achieving desired results, incorporated the Alliance for CME competencies. Future projects should continue to focus on the competencies of the CPD professionals involved in order to refine and expand the competencies that the Alliance for CME created.…”

Section: Identify Effective Education Improvement Tools the 2010mentioning

confidence: 99%

The Cease Smoking Today (CS2day) Initiative: A Guide to Pursue the 2010 IOM Report Vision for CPD

Cervero¹,

Moore²

2011

Journal of Continuing Education in the Health Professions

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This article reviews the articles in this supplement that describe a smoking cessation project, Cease Smoking Today (CS2day) that demonstrated successful outcomes: physician adoption of a smoking cessation guideline and an increase in smoking quit rates. The authors examine how the activities of the CS2day project compared to the principles and characteristics of the vision for a future system of continuing professional development that was described in the 2010 Institute of Medicine (IOM) report, Redesigning Continuing Education in the Health Professions. While it did not meet all the characteristics of the IOM's vision, the CS2day Initiative met enough of them for the authors to suggest that the momentum that the IOM report generated has been sustained. The authors point out two strengths and two weaknesses that further strategic and organizational efforts should consider. The two strengths were the collaborative nature of the project and an approach to continuous outcomes assessment that was based on competencies derived from a practice guideline. The authors also suggested that future similar efforts should place more emphasis on instructional design and developing a program theory to guide program operations and educational development. The authors encouraged members of the CME profession to consider the accomplishments of the CS2day project as they are planning to move their CME programs toward the vision described in the IOM Report.

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

Cited by 10 publications

References 9 publications

An International Career Development Survey of Critical Care Practitioners*

An International Career Development Survey of Critical Care Practitioners*

The transformation of continuing medical education (CME) in the United States

The Cease Smoking Today (CS2day) Initiative: A Guide to Pursue the 2010 IOM Report Vision for CPD

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