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Toward the identification of CME content needs for primary care physicians
1Department of Family Medicine, Ohio State University, Columbus 43210.
Summary
This study proposes a proactive model for developing knowledge examinations to identify physician learning needs in continuing medical education (CME). This ensures practice-relevant content for improved patient outcomes.
Area of Science:
- Medical Education
- Continuing Medical Education (CME)
- Health Professions Education
Background:
- Continuing medical education (CME) is accepted as effective in changing clinical behavior.
- Uncertainty exists regarding the most effective methods for determining practice-relevant content for physicians.
Purpose of the Study:
- Propose a model for developing knowledge examinations for CME audiences.
- Detect knowledge deficiencies to guide CME program planning.
Main Methods:
- Develop a knowledge examination based on identified core competencies.
- Ensure content relevance through practitioner review (content and face validity).
- Sample eight management stages to cover all clinical practice areas.
- Utilize item analysis for test item validation.
- Select medical problems based on potential to improve mortality or morbidity.
Main Results:
- The proposed model provides a framework for creating valid and reliable knowledge assessments.
- This proactive approach allows for targeted CME content development.
- The instrument aims to sample essential physician knowledge relevant to practice.
Conclusions:
- A systematically developed knowledge examination can effectively identify physician knowledge gaps.
- This proactive model facilitates the creation of practice-relevant and clinically important CME content.
- The approach has the potential to improve physician performance and patient outcomes.