UCSD CME Program Planning and Educational Outcomes
Program Planning
Program planning begins with the identification of educational needs for the targeted
audience. The needs assessment summary may include information from the prospective
audience, public health data/statistics, literature reviews, expert opinions, medical chart
audits, patient review committees, evaluations/surveys, or new and knowledge and skills.
The educational needs direct the development of measurable learning and behavioral
objectives. An educational format is selected and specific topic areas and faculty experts
are identified.
CME Outcomes
CME outcomes can be measured across multiple dimensions that include participation,
satisfaction, learning (knowledge, skills, attitudes), performance, and patient and
population outcomes. Numerous interventions are available that have a positive impact
on learning and behavior. These interventions integrate basic principles of adult learning
that include self–direction, assessment, reflection, and reinforcement. UCSD OCME
has a commitment to provide innovative education that impacts physician’s knowledge
and behavior, and ultimately results in improved patient care. The following tools are
now being used in many UCSD CME activities.
Pre-Conference Activities – Adult learners are self-directed and can be motivated by
internal factors, such as anxiety over information or skills they perceive they need, but
have not attained or developed. Physicians choose which CME programs to attend, as
well as engage in other self-directed activities (journal reviews, literature searches,
consultations). UCSD CME activities can increase physician participation and focus by
requesting them to identify specific learning objectives prior to the CME program. Pre
tests can be offered to measure baseline knowledge, provide comparison to published
benchmarks and to refine educational goals. Peer comparisons of knowledge and practice
behaviors can increase motivation to learn new information and/or change clinical
practices.
Conference Activities - Pre tests offered via an audience response system (ARS) at CME
activities increase attention and audience participation. Anonymity encourages
participation, and allows physicians to identify and refine learning objectives. Responses
provide information about learning needs and allow the presenters to focus and modify
their teaching. ARS can also be used for active learning in case presentations by allowing
physicians to participate in diagnostic and treatment decisions.
Post Conference Activities – Post-tests/surveys reinforce key points of the CME
activity and provide an opportunity for physicians to evaluate their learning. Peer
comparisons can generate additional reflection and motivation. Studies have shown that
actual practice application increases when participants are asked to identify and commit
to new behaviors. A customized follow-up questionnaire evaluates changes in practice,
and identifies any barriers that have prevented it. Retention of knowledge can be
measured by repeating the post-test at future intervals. The post-test also provides
reinforcement of the key learning points. Post conference, self-directed activities can be
developed to provide remarkable opportunities for individual CME.