Continuing Medical Education (CME) Innovation
As an educator interested in implementing the best practices in teaching or pedagogy surrounding CME, two recent articles published online in Journal of the American Medical Association (JAMA) caught my attention. The first, a viewpoint from the leaders of the Medical Education department of the American Medical Association (AMA) and the Accreditation Council for Continuing Medical Education (ACCME), noted that some traditional models of learning, such as passively sitting in a large group while lectures are presented has been shown to be an inefficient means of learning. They note that educators should strive to create active, dynamic and participatory learning. To address this, these organizations are attempting to simplify the system and eliminate barriers that would constrain innovation in educational programs.
The second article, by Stevenson and Moore, discusses the CME pyramid and how to assure attaining the top two levels of the pyramid, which are improving patient and community health. They feel that CME activities that improve competency and performance while improving patient health consists of active learning, multiple exposures, variety in instructional techniques, time to go deeper with the topics, and focus on outcomes important to health care providers.
These findings support what we strive for in our Cycling CME conferences, implementing best practices of education. Our conference format is conducive to active learning, interactive small groups, and a variety of instructional tactics to promote greater learning. In addition, we hope that our general theme of the importance of physical activity and nutrition directly address the top two levels of the pyramid, patient and community health.
McMahon, GT and Skochelak, SE. Evolution of Continuing Medical Education. Promoting Innovation Through Regulatory Alignment. JAMA, 2018.
Stevenson, R and Moore, DE. Ascent to the Summit of the CME Pyramid. JAMA, 2018.