Curriculum Development in Medical Education: Planning a CME Activity
Richard F. Tischler, Jr., PhD, FACEHP
Executive Director, CME
University of Maryland
School of Medicine
Curriculum Development Models
• Many models in existence
• Today’s discussion will focus on the model reflected in the regulations of the Accreditation Council for Continuing Medical Education (ACCME)
• That model was used to plan and develop this presentation
Professional Practice Gap
Many CME activities are planned and implemented without a clear curriculum model for learner‐
centered education. In addition, course directors sometimes do not implement required regulatory guidelines into their activity planning. As a result, their activities are less effective in achieving practice change and in complying with regulatory requirements. Optimal practice would include the planning and implementation of learner‐centered, compliant, effective CME activities.
Can a 45‐minute presentation help address this practice gap?
Can a 45‐minute presentation help address this practice gap?
Yes!
Target Audience
• CME activity Course Directors
• CME activity Planning Committee members
• CME activity faculty members
Educational Needs
• Lack knowledge of the required curriculum model
• Lack awareness of regulatory requirements in curriculum and content planning
• Lack complete knowledge of CME industry “best practices”
• Lack a complete set of strategies for implementation of models, regulatory requirements, and best practices in proposed activities
Learning Objectives
At the conclusion of this presentation, participants should be able to:
• Describe a curriculum planning model
• Complete required CME Application and Planning Documents
• Define relevant, selected regulatory requirements for planning certified CME activities
• Implement best practices and strategies for a successful CME activity
Desired Result
Participants will be able to implement strategies for designing a successful CME activity, including:
– Documenting their implementation of the required curriculum model – Choosing appropriate faculty members
– Developing, reviewing, and presenting CME content that is learner‐centered, compliant, and effective in changing practice
Evaluation of Effectiveness
•
•
•
•
•
Quality of CME documentation
Regulatory compliance
Quality of the presentations
Review of participant feedback
Course director follow‐up
A Curriculum Model for CME
A Curriculum Model for CME
A Curriculum Model for CME
A Curriculum Model for CME
A Curriculum Model for CME
INEFFECTIVE
What is the difference between current practice and optimal practice?
Current Practice
Optimal Practice
The GAP
Is CME the answer?
What’s causing the gap?
Current Practice
Optimal Practice
Institutional Barriers
Financial Barriers
Technology
Politics
What’s causing the gap?
Current Practice
Lack of:
Awareness
Knowledge
Competence
Performance
Optimal Practice
Educational Needs
Current Practice
Lack of:
Awareness
Knowledge
Competence
Performance
Optimal Practice
Educational
Need
Educational
Intervention
Target Audience
Scope of Practice
Target Audience
Scope of Practice
Target Audience
Scope of Practice
Target Audience
Scope of Practice
Target Audience
Spectrum
Generalist
Resident
Status Quo
Specialist
Experienced
Practitioner
Ready to change
Target Audience
Narrow Spectrum
Generalist
Resident
Status Quo
Specialist
Experienced
Practitioner
Ready to change
Target Audience
Wide Spectrum
Generalist
Resident
Status Quo
Specialist
Experienced
Practitioner
Ready to change
Teacher‐Centered Model
Student
Student
Teacher
Student
Learner‐Centered Education
Expert
Expert
Learner
Expert
Keep the desired result in mind!
Raise Awareness
Increase Knowledge
Improve Competence
Improve Performance
Improve Patient Health
Writing the Learning
Objectives
What do you want the learners to do when they leave your activity?
“Understand”
Linking it Together
Identified Practice Gap
Educational Need of the Target Audience
Learning Objective for the Educational Activity
Desired Result (Measurable)
Gap
Need
Result
Objective
Educational Formats and Methodologies
What is the best way to achieve the desired results?
Lecture with Q&A
Case Presentations (with learner engagement)
Simulated/Actual Patients
Hands‐on Practice
Multi‐media
What is the rationale for the educational formats or methodologies you’ve chosen?
Physician Attributes and Competencies
Patient Care
Medical Knowledge
Practice Based Learning and Improvement
Systems Based Practice
Professionalism
Interpersonal Skills and Communication
Choosing Faculty Members
A
…zzzzz
?
B
Desirable Faculty Member Characteristics
Knowledgeable
Skilled Presenter
Learner‐centered
Reliable and Punctual
Financial Relationships
Conflict of Interest
National Faculty Education Initiative
www.nfeinitiative.org
“The ABCs of Accredited CME”
www.abcsofcme.org
American Academy of Dermatology
Content Concerns
Content Concerns
Complexity
Content Concerns
Complexity
Evidence‐based
Content Concerns
Complexity
Evidence‐based
Learner‐centered
Content Concerns
Complexity
Evidence‐based
Learner‐centered
Clearly presented
Patient Care Recommendations
Logistics
Faculty and Learner Travel
Registration
Room Setup and Lighting
Audio/Visual
Logistics
Faculty and Learner Travel
Registration
Room Setup and Lighting
Audio/Visual
Logistics
Faculty and Learner Travel
Registration
Room Setup and Lighting
Audio/Visual
Logistics
Faculty and Learner Travel
Registration
Room Setup and Lighting
Audio/Visual
Evaluation of Effectiveness
Thank you!
6‐8634
rtischler@som.umaryland.edu