Problem based learning: development of a new strategy for effective continuing medical education.

Area of Science:

• Medical Education
• Continuing Medical Education (CME)
• Adult Learning Theory

Background:

• The predominant Continuing Medical Education (CME) format in the U.S. is the large group lecture.
• There is a need to evaluate alternative, more engaging educational models for practicing physicians.

Purpose of the Study:

• To adapt and evaluate the Problem-Based Learning (PBL) model for Continuing Medical Education (CME) with practicing primary care physicians (PCPs).
• To assess the impact of PBL-based CME on physician motivation to change clinical practice and actual practice behavior.

Main Methods:

• PBL adaptations were developed for both small (5-10) and large (10-40) groups.
• Physician participants' acceptance, motivation to change, and actual practice changes were measured.
• A separate experiment evaluated PBL-CME's impact on a pediatric asthma management project.

Main Results:

• Approximately 90% of participants enthusiastically accepted the PBL CME models.
• Motivation to change practice behavior increased with program length (30% for 1 hr, 65% for 2 hrs, 85% for 3 hrs).
• PBL-CME in asthma management led to reduced urgent care utilization and costs.

Conclusions:

• Problem-Based Learning (PBL) is a viable and effective alternative to large group lectures for Continuing Medical Education (CME).
• PBL-CME enhances physician motivation and leads to measurable changes in clinical practice.
• The PBL format can be successfully taught to CME educators, replicating positive outcomes.