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Perspective: a practical approach to defining professional practice gaps for continuing medical education
Christopher M Wittich1, Darryl S Chutka, Karen F Mauck
1Department of Internal Medicine, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota, USA. Wittich.Christopher@mayo.edu
Summary
Continuing Medical Education (CME) course directors can now use the LASO model to identify professional practice gaps. This four-step approach ensures CME activities are learner-centered, relevant, and measurable for accreditation.
Area of Science:
- Medical Education
- Continuing Professional Development
Background:
- Continuing Medical Education (CME) must address professional practice gaps per accreditation standards.
- CME course directors face challenges in writing standardized gap statements.
Purpose of the Study:
- To present a practical, four-step LASO (Learner, Assessment, Standard, Outcomes) model for defining educational gaps in CME.
- To provide a universally applicable format for CME gap statement development.
Main Methods:
- The LASO model involves: (1) defining learner characteristics, (2) conducting a needs assessment, (3) determining if practice standards are met, and (4) stating educational outcomes.
- Practice gaps are identified as the difference between the practice standard and current practice.
Main Results:
- The LASO approach has successfully made CME content learner-centered, relevant, and measurable at the authors' institution.
- The model offers a structured method for identifying and articulating practice gaps.
Conclusions:
- The LASO model provides a practical and effective framework for CME course directors to define educational gaps for accreditation.
- This approach aims to enhance the quality and impact of CME activities by ensuring they are targeted and measurable.
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