Presentation/workshop at 2011 Asia Pacific Medical Education Conference

1. Workshop Topics Improving Healthcare Worldwide . Assessing Needs in CME and CPD Optimizing Live CME and CPD Technology in CME and CPD Using a Curricular Approach in CME and CPD

7. First – An Overview

11. What we see in CME is a Scatter Pattern NO STRATEGY OR LINKAGE!!! Reinvention of the wheel over and over...

12. What we SHOULD see is a Pattern Driving to Strategic Approach Needs Assessment Continuous Assessment Outcomes Linking activities to curriculum approach based on Needs Assessment Mixed media based on learners’ preferences, cognizant of distribution opportunities Adaptation over time “ The end is the Beginning”

14. Section 1 – Needs Assessments

15. Section 1 – Needs Assessments Question: How Do You Currently Assess The CME/CPD Needs of Learners?

16. Section 1 – Needs Assessments Question: What More Could Be Done To Assess CME/CPD Needs?

22. Survey Finding: Clinical Decision-Making P = 0.02 Foster JA, et al. Med Gen Med. 2007;9(3):24 PCPs most commonly chose an inhaled corticosteroid as initial therapy for a patient with mild COPD. This choice that would be guideline consistent for asthma, but not COPD, suggesting confusion about key differences between these 2 common lung diseases. PCPs who are guideline users appear more likely to offer treatment and utilize long-acting bronchodilators for patients with mild COPD. Initial Pharmacotherapy for Mild COPD

23. Geographic Analysis *Data presented at ATS Annual meeting May 24, 2008

24. Preferences of Live Meetings By Age Group Local dinner meetings preferred by oldest group (72%)

26. Section 2 – Optimizing Live CME/CPD

27. Section 2 – Optimizing Live CME/CPD Question: Is All Live CME/CPD The Same?

32. Section 2 – Optimizing Live CME/CPD Question: How Are You Enhancing The Learning Environment in Live CME/CPD?

33. Section 2 – Optimizing Live CME/CPD Question: How Are You Measuring Outcomes in Live CME/CPD?

36. Measuring Change – Outcomes Levels We Measure Performance-based CME

37. Levels of Outcomes-based CME Evaluation Model* *Davis, D, Barnes, BE, & Fox, R (2003). The Continuing Professional Development of Physicians, From Research to Practice. AMA Press. P.251 Number of physicians/others who registered and attended Degree to which participant expectations about the setting/delivery of CME activity were met Changes in knowledge, skills, and/or attitudes of the participants Changes knowledge, skills and behavior utilized to improve performance Changes in practice performance as a result of the application of what was learned. Impact on patient health status due to practice behavior changes Impact on population health status due to changes in practice behavior Participation Satisfaction Learning Competence Performance Patient Health Population Health 1 2 3 4 5 6 7 Level Outcome Definition

38. Measuring Change – Performance Improvement Model PI CME (diabetes example below)

39. Aggregating Data Across Learner Sets Additive Measurement Tools Bar coding allows us to match learner data across multiple assessment stages, reflecting change over time.

44. Section 3 – Technology in CME/CPD

45. Section 3 – Technology in CME/CPD Question: What technology are you currently using in CME/CPD?

46. Section 3 – Technology in CME/CPD Question: What new or innovative technology has a place in CME/CPD?

47. eCME Could And Should Simulate Clinical Practice Environments

48. Technology Supports Multiple Platforms

49. Multiple Integrated Online Models

57. What About Social Media and CME/CPD?

58. When I Think of Social Media…

59. Use of Facebook in A Needs Assessment

60. Twitter – Many Uses For CME Providers

62. Use Of Twitter in MY Needs Assessment

63. Use of LinkedIn in MY Needs Assessment

64. Use of LinkedIn in MY Needs Assessment

65. Know Your Audience – I 60% of Physicians are Interested in Physician Social Networks Manhattan Research – Taking the Pulse v8 hello

68. Know Your Audience – IV

69. The Patient IS Involved

71. And “Your” Audience Grows – Friending and Retweeting

72. Found On Twitter – Bias Or JIT Reporting?

73. Found On Twitter – MDs And Twitter http://www.annemergmed.com/article/S0196-0644%2809%2900613-1/fulltext

77. LinkedIn CME Group – Are You Members?

78. Section 3 – Technology in CME/CPD Question: Will technology-based CME/CPD replace some or all of live CME/CPD?

80. Impact of eCME in Europe – 2010 ECF http://www.pmlive.com/find_an_article/allarticles/categories/pr_and_ med_ed/2010/november/features/navigating_the_minefield

81. Where Does eCME Fit in European Mix – 2010? http://www.pmlive.com/find_an_article/allarticles/categories/pr_and_ med_ed/2010/november/features/navigating_the_minefield

82. Section 4 – Using a Curricular Approach in CME/CPD

83. Section 4 – Using a Curricular Approach in CME/CPD Question: Has CME/CPD traditionally followed a true curricular approach?

84. Section 4 – Using a Curricular Approach in CME/CPD Question: What is needed to transform CME/CPD to a curricular model?

85. Section 4 – Using a Curricular Approach in CME/CPD Question: Will physicians participate in CME/CPD curricula?

86. Section 4 – Using a Curricular Approach in CME/CPD Question: Does a curricular approach support performance improvement in CME/CPD?

89. Multiple Formats Serve All Learning Styles Online | Smartphone | Print | Live & Workshops | MicroCME | Video

90. CME Could And Should Use Multiple Platforms

91. CME Could And Should Provide A Mechanism For Using The Latest Information Presented

92. Section 4 – Using a Curricular Approach in CME/CPD Question: What is the best method for evaluating the overall impact of curriculum-based CME/CPD?

93. For Friday Question: Is there a role for humour in CME/CPD?

94. Improving Healthcare Worldwide . ProvaEducation.com