 |
|
Mayo Clinic conference on continuing medical education for physicians
October 08, 2008ROCHESTER, Minn. -- As medicine undergoes rapid transformation, North American leaders in continuing medical education (CME) have joined together to transform CME itself. Their goal is to see that physicians have the best professional development resources available throughout their careers to translate new research into better patient care.
The Mayo Clinic Consensus Conference on Continuing Medical Education (CME) held on Sept. 24-26 brought together more than 50 continuing medical education leaders from the United States and Canada. They began the first task of CME transformation, which is to establish a blueprint for change designed to make CME a reliable link to cost-effective, excellent health care, and to ensure that CME serves as a lifelong centerpiece of physicians' professional development. The three conference co-hosts were Mayo Clinic, the Accreditation Council for Continuing Medical Education, and the Society for Academic Continuing Medical Education.
The New CME Enterprise
The new CME will be a cohesive educational enterprise that links together the many disparate providers who now offer CME courses. As a distinct, unified educational movement, the new CME enterprise will be built on an infrastructure of sound educational and learning theories to organize course offerings and delivery methods. Leaders say CME is currently too often an episodic, peripheral educational activity.
The conference was convened in response to a 2007 government report that concluded CME must become more rigorously scientific; more evidence-based and theory-driven; and more accountable to the public who entrust their health to physicians. Notes Terrence Cascino, M.D., executive dean, College of Medicine, Mayo Clinic, "Our goal is to make CME focused and responsive to what is best for the patient."
Strategic Imperatives
Over the next three years, conferees will collaborate to change CME using the following strategic imperatives to guide them. CME and its providers must:
* function as a bridge to quality health care. CME's mission is to help physicians and teams learn and improve so the quality of health care services provided to patients also improves.
* focus on collaborative best practices and patient-centered outcomes.
* conduct research into ways physicians learn and select faculty skilled in these methods to teach CME.
* consider new instructional modes -- such as issuing annual reviews of the best scientific literature in a field written both in a simplified style that is easy and quick to read as well as in the traditional scholarly scientific article format that requires more time.
* align with national priorities such as the National Institutes of Health's push to speed research findings into clinical practice that affect patients' lives through a movement known as "translational medicine."
* more widely and rigorously apply the science of quality improvement and its evidence to health care and physician practices.
* assure the highest ethics and integrity of health care information by eliminating conflicts of interest in CME offerings.
Mayo School of Continuing Medical Education Dean, Richard Berger, M.D., Ph.D., believes the conference is important because the problem is urgent. "Doctors today must keep up with mountains of rapidly changing medical information needed to maintain a safe and up-to-date practice. Our task is to propose solutions based on sound learning theory, evidence and outcomes so we can integrate professional development through CME into physicians' life-long learning activities. With this conference the transformation of CME is underway."
Lifelong Learning, Lifelong Value
Continuing medical educational leaders agreed to frame the CME improvement initiative as a "value proposition" that can motivate all stakeholders to seek it out and support it, from CME faculty members, to physician-students, to third-party payers, to hospital administrators, to members of the government. The continuing medical educational leaders agreed that when CME is regarded as the first-line tool for improving health care and controlling medical costs through reduction of error and inefficiencies, everybody wins. Said Melinda Steele, president of the Society for Academic Continuing Medical Education (SACME), "The 'Science of CME' in the United States is relatively young compared to other medical sciences, and SACME is an organization that is well positioned to help further the growth and positive impact of this new science. By helping to establish a national research agenda for the field of CME, our belief is that patient care is likely to be improved."
Added Murray Kopelow, M.D., chief executive officer, Accreditation Council for Continuing Medical Education (ACCME), "We need CME that matters to patients and makes a direct, positive impact on patients by functioning as a reliable bridge to quality health care. We need this to be true everywhere CME is offered. And we need physicians to internalize lifelong learning as part of their professional identities. When this happens, patients can all be confident that his or her physician has the resources needed to keep up with evolving medical knowledge."
Mayo Clinic
The new CME will be a cohesive educational enterprise that links together the many disparate providers who now offer CME courses. As a distinct, unified educational movement, the new CME enterprise will be built on an infrastructure of sound educational and learning theories to organize course offerings and delivery methods. Leaders say CME is currently too often an episodic, peripheral educational activity.
The conference was convened in response to a 2007 government report that concluded CME must become more rigorously scientific; more evidence-based and theory-driven; and more accountable to the public who entrust their health to physicians. Notes Terrence Cascino, M.D., executive dean, College of Medicine, Mayo Clinic, "Our goal is to make CME focused and responsive to what is best for the patient."
Strategic Imperatives
Over the next three years, conferees will collaborate to change CME using the following strategic imperatives to guide them. CME and its providers must:
* function as a bridge to quality health care. CME's mission is to help physicians and teams learn and improve so the quality of health care services provided to patients also improves.
* focus on collaborative best practices and patient-centered outcomes.
* conduct research into ways physicians learn and select faculty skilled in these methods to teach CME.
* consider new instructional modes -- such as issuing annual reviews of the best scientific literature in a field written both in a simplified style that is easy and quick to read as well as in the traditional scholarly scientific article format that requires more time.
* align with national priorities such as the National Institutes of Health's push to speed research findings into clinical practice that affect patients' lives through a movement known as "translational medicine."
* more widely and rigorously apply the science of quality improvement and its evidence to health care and physician practices.
* assure the highest ethics and integrity of health care information by eliminating conflicts of interest in CME offerings.
Mayo School of Continuing Medical Education Dean, Richard Berger, M.D., Ph.D., believes the conference is important because the problem is urgent. "Doctors today must keep up with mountains of rapidly changing medical information needed to maintain a safe and up-to-date practice. Our task is to propose solutions based on sound learning theory, evidence and outcomes so we can integrate professional development through CME into physicians' life-long learning activities. With this conference the transformation of CME is underway."
Lifelong Learning, Lifelong Value
Continuing medical educational leaders agreed to frame the CME improvement initiative as a "value proposition" that can motivate all stakeholders to seek it out and support it, from CME faculty members, to physician-students, to third-party payers, to hospital administrators, to members of the government. The continuing medical educational leaders agreed that when CME is regarded as the first-line tool for improving health care and controlling medical costs through reduction of error and inefficiencies, everybody wins. Said Melinda Steele, president of the Society for Academic Continuing Medical Education (SACME), "The 'Science of CME' in the United States is relatively young compared to other medical sciences, and SACME is an organization that is well positioned to help further the growth and positive impact of this new science. By helping to establish a national research agenda for the field of CME, our belief is that patient care is likely to be improved."
Added Murray Kopelow, M.D., chief executive officer, Accreditation Council for Continuing Medical Education (ACCME), "We need CME that matters to patients and makes a direct, positive impact on patients by functioning as a reliable bridge to quality health care. We need this to be true everywhere CME is offered. And we need physicians to internalize lifelong learning as part of their professional identities. When this happens, patients can all be confident that his or her physician has the resources needed to keep up with evolving medical knowledge."
Mayo Clinic
Medical Education Current Events and Medical Education News RSSThe culture of medicine
Everybody is familiar with the stereotypes of medical education from the student perspective: grueling hours, little recognition, and even less glory.
Einstein researchers find convincing evidence that probiotics are effective
Up to one in five people on antibiotics stop taking their full course of antibiotic therapy due to diarrhea. Physicians could help patients avoid this problem by prescribing probiotics, according to a study by researchers at Albert Einstein College of Medicine of Yeshiva University published in American Family Physician.
Depression rife among medical students
Medical students frequently suffer from depression, especially during their internship years. New research published in the open access journal BMC Medical Education reveals the extent of the problem and features a detailed analysis of the symptoms and sufferers.
The Next Step in Health Care: Telemedicine
Imagine a scenario where doctors from different hospitals can collaborate on a surgery without having to actually be in the operating room. What if doctors in remote locations could receive immediate expert support from top specialists in hospitals around the world?
Sleep Apnea May Be Risk Factor for Sudden Cardiac Death, Mayo Clinic Research Concludes
After studying the sleep characteristics of nearly 11,000 adults in an overnight sleep laboratory, Mayo Clinic researchers suggest that obstructive sleep apnea (OSA) - and, in particular, the low nighttime oxygen saturation of the blood it causes - may be a risk factor for sudden cardiac death (SCD).
UCSF Fresno leading-edge study lends hope to emphysema patients
Patients in the Valley with emphysema might soon be breathing a little easier thanks to a new airway bypass study called the Exhale Airways Stents for Emphysema (EASE) trial.
Medical student gender and self-confidence
Despite performing equally to their male peers in the classroom and the clinic, female medical students consistently report decreased self-confidence and increased anxiety, particularly over issues related to their competency.
Hospice and palliative medicine specialty strives to prepare physicians for aging baby boomers
The American Academy of Hospice and Palliative Medicine announces two important medical education courses in hospice and palliative medicine and a significantly revised book series in keeping with the Academy's ongoing commitment to prevent and relieve pain and suffering during serious illness.
'Stereotype threat' could affect exam performance of ethnic minority medical students
The underperformance in examinations of UK medical students from ethnic minorities could be partly down to a psychological phenomenon called 'stereotype threat', according to new UCL research published today in the British Medical Journal.
Survivors of 1918 flu pandemic protected with a lifetime immunity to virus
New research has discovered that infection and natural exposure to the 1918 influenza virus made survivors immune to the disease for the remaining of their lives.
More Medical Education Current Events and Medical Education News Articles
 | Curriculum Development for Medical Education: A Six-Step Approach by David E. Kern, Patricia A. Thomas, Donna M. Howard, Eric B. Bass Johns Hopkins Univ., Baltimore, MD. Offers a practical approach to curriculum development in medicine. Covers a six-step approach: problem identification, targeted needs assessment, goals and objectives, education methods, implementation, and evaluation. For program directors and others responsible for educating students, residents, and practitioners. Softcover. DNLM:... |
 | Graduate Medical Education Directory 2008-2009 by American Medical Association |
 | Assessment in Medical Education and Training: A Practical Guide This work contains a foreword by Dame Lesley Southgate, President, Royal Free and University College Medical School, London. Assessment is a key method of improving standards as well as establishing competency. However, despite major developments in the assessment of clinical competence in the last two decades, there is still more bad practice and ignorance of significant issues in this area than... |
 | Graduate Medical Education Directory 2007-2008: Green Book Essential Information for Important Career Decision-Making Newly revised by the AMA, the Graduate Medical Education Directory, 2007 - 2008 (or the "Green Book") contains extensive information on more than 8,300 residency, fellowship and combined programs in the United States, as well as residency application and career-planning resources to help in making one of the most important... |
 | International Handbook of Research in Medical Education (2 Vol. Set) (Springer International Handbooks of Education) The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is towards research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the Handbook will be useful to teachers and... |
 | Essays That Worked for Medical Schools: 40 Essays from Successful Applications to the Nation's Top Medical Schools by Emily Angel Baer, Stephanie B. Jones Discover why admissions officers from the nation’s top medical schools selected these essays of worthy applicantsWith only a limited number of spaces available every year to the thousands ofqualified applicants to the nation’s top medical schools, a serious candidate must finda way to set himself or herself apart from the crowd. The essay is your one chance tohighlight the personal qualities... |
 | Geriatric Education for Emergency Medical Services (GEMS) : 52 by Colleen Christmas (Editor) American Geriatrics Society The American Geriatrics Society and the National Council of State EMS Training Coordinators are pleased to bring you Geriatric Education for Emergency Medical Services (GEMS), a new national continuing education curriculum. This exciting new program is the first of its kind--designed specifically for First Responders, EMTs, Paramedics, and any other emergency care provider. The proportion of... |
| Medical records, medical education, and patient care;: The problem-oriented record as a basic tool by Lawrence L Weed | |
 | Learning to Heal: The Development of American Medical Education by Kenneth M. Ludmerer The development of American medical education involved a conceptual revolution in how medical students should be taught. With the introduction of laboratory and hospital work, students were expected to be active participants in their learning process, and the new goal of medical training was to foster critical thinking rather than the memorization of facts. In Learning to Heal, Kenneth Ludmerer... |
 | A Practical Guide for Medical Teachers by John Dent, Ronald Harden Significant changes have recently occurred in both healthcare delivery and in the context and methods in which medicine is taught and learned. At the same time changes in the content and style of delivery of medical education have made it harder for established clinicians to teach in the style to which they were previously accustomed. The Second Edition of this book attempts to bridge the gap... |
| © 2009 BrightSurf.com |