The Journal of continuing education in the health professions
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J Contin Educ Health Prof · Jan 2008
Self-assessment of practice performance: development of the ABIM Practice Improvement Module (PIM).
Quality measurement and improvement in practice are requirements for Maintenance of Certification by the American Board of Medical Specialties boards and a component of many pay for performance programs. ⋯ The Preventive Cardiology PIM successfully provides a self-assessment of practice performance and provides guidance in helping physicians initiate a cycle of quality improvement in their practices.
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J Contin Educ Health Prof · Jan 2008
Team- and case-based learning to activate participants and enhance knowledge: an evaluation of seminars in Germany.
There is a strong need for high-quality continuing medical education (CME) in Germany. To maintain a medical license, physicians are required to participate in regular training. Although evidence suggests that compared to lectures interactive methods can impart sustainable knowledge and a high degree of satisfaction, few interactive CME courses are offered. ⋯ An interactive, case-based design of a CME course following the team-based learning concept leads to a significant gain in the participants' knowledge with an identified preknowledge level. Participants' expectations seemed fulfilled by a CME course design, which combines small group discussions in the lecture hall with didactic lectures and intensive discussion.
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Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis to determine whether physicians' preferences for CME are barriers to participation in innovative programs. ⋯ Physicians who participate in CME select educational opportunities that appeal to them. There is little attraction to competency-based educational activities despite their requirement for MOC. The apparent disparity between the instructional methods a learner prefers and those that are the most effective in changing physician behavior may represent a barrier to participating in more innovative CME offerings and instructional methods. These findings are important for medical educators and CME program planners developing programs that integrate studied and effective educational methods into CME programs that are attractive to physicians.