Advertisement

Does Continuing Medical Education (CME) Activity Contribute to Learning Gain: An Objective Evaluation

  • Karan GuptaEmail author
  • Dushyant Mandlik
  • Purvi Patel
  • Daxesh Patel
  • Kaustubh D. Patel
Original Article
  • 48 Downloads

Abstract

Continuing medical education (CME) and work-shops go a long way to update and refresh medical education of the medical practitioners and help them to stay updated about latest advances in the medical field which helps them to impart latest and better treatment to the patients. This article aims at reporting the evaluation of the effectiveness of the learning in terms of knowledge gained immediately after the workshop and to objectively quantify the knowledge gain from the CME program. Pre- and post-CME survey of knowledge by the way of multiple choice question questionnaire was used to assess the efficacy of the CME and the learning gain of the participants. 42 participants were included in the assessment of the gain in knowledge after the CME. An increase of 17.9% in the scores of the participants was seen at the end of the CME, with a learning gain of 38%. Educational activity like CME can improve the knowledge base of the intended participants. Further research is required to evaluate if education delivered in a short workshop of this nature is retained for any length of time and if it results in any change in practice that affects health outcomes.

Keywords

Continuing medical education (CME) Learning gain Assessment Knowledge 

Notes

Compliance with Ethical Standards

Conflicts of interest

None.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

References

  1. 1.
    Nutbeam D (1998) Health promotion glossary. Health Promot Int 13:349–364CrossRefGoogle Scholar
  2. 2.
    American Academy of Family Practice. CME requirements for members. http://www.aafp.org/online/en/home/cme/cmea/cmerequirements.html. Accessed 11 Nov 2014
  3. 3.
    American Medical Association. House of delegates policy #300.988. Restoring Integrity to Continuing Medical Education. http://www.amaassn.org/apps/pf_new/pf_online?f_n=resultLink&doc=policyfiles/HnE/H300.988.HTM&s_t=300.988&catg=AMA/HnE&catg=AMA/BnGnC&catg=AMA/DIR&&nth=1&&st_p=0&nth=1&. Accessed 11 Nov 2014
  4. 4.
    Chassin MR, Galvin RW (1998) The urgent need to improve health care quality. Institute of Medicine National Roundtable on Health Care Quality. JAMA 280(11):1000–1005CrossRefGoogle Scholar
  5. 5.
    Abraham MR, Renner JW (1986) The sequence of learning cycle activities in high school chemistry. J Res Sci Teach 23:121–143CrossRefGoogle Scholar
  6. 6.
    Colt HG, Davoudi M, Murgu S, ZamanianRohani N (2011) Measuring learning gain during a one day introductory bronchoscopy course. Surg Endosc 25:207–216CrossRefGoogle Scholar
  7. 7.
    Hake RR (1998) Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys 66:64–74CrossRefGoogle Scholar
  8. 8.
    Prather EE, Rudolph AL, Brissenden G (2009) Teaching and learning astronomy in the 21st century. Phys Today 62(10):41–47CrossRefGoogle Scholar
  9. 9.
    Thomson O, Brien MA, Freemantle N, Oxman AD, Wolf F, Davis DA, Herrin J (2001) Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev 2:CD003030Google Scholar
  10. 10.
    Hake RR (2008) Design-based research in physics education research: a review. In: Kelly AE, Lesh RA, Baek JY (eds) A handbook of design research methods in education: innovations in science, technology, engineering, and mathematics learning and teaching. Routledge, New YorkGoogle Scholar
  11. 11.
    Beaulieu M, Choquette D, Rahme E, Bessette L, Carrier R (2004) CURATA: a patient health management program for the treatment of osteoarthritis in Quebec; an integrated approach to improving the appropriate utilization of anti-inflammatory/analgesic medications. Am J Manag Care 10:569–575Google Scholar
  12. 12.
    Cohn BA, Wingard DL, Patterson RC, McPhee SJ, Gerbert B (2002) The National DES Education Program: effectiveness of the California Health Provider Intervention. J Cancer Educ 17:40–45Google Scholar
  13. 13.
    Curran VR, Hoekman T, Gulliver W, Landells I, Hatcher L (2000) Web-based continuing medical education: (II). Evaluation study of computer-mediated continuing medical education. J Contin Educ Health Prof. 20:106–119CrossRefGoogle Scholar
  14. 14.
    Fordis M, King JE, Ballantyne CM, Jones PH, Schneider KH, Spann SJ et al (2005) Comparison of the instructional efficacy of Internet-based CME with live interactive CME workshops: a randomized controlled trial. JAMA 294:1043–1051CrossRefGoogle Scholar
  15. 15.
    Gerstein HC, Reddy SS, Dawson KG, Yale JF, Shannon S, Norman G (1999) A controlled evaluation of a national continuing medical education programme designed to improve family physicians’ implementation of diabetes-specific clinical practice guidelines. Diabet Med 16:964–969CrossRefGoogle Scholar
  16. 16.
    Gifford DR, Mittman BS, Fink A, Lanto AB, Lee ML, Vickrey BG (1996) Can a specialty society educate its members to think differently about clinical decisions? Results of a randomized trial. J Gen Intern Med 11:664–672CrossRefGoogle Scholar
  17. 17.
    Harris JM Jr, Kutob RM, Surprenant ZJ, Maiuro RD, Delate TA (2002) Can Internet based education improve physician confidence in dealing with domestic violence? Fam Med 34:287–292Google Scholar
  18. 18.
    Maiman LA, Becker MH, Liptak GS, Nazarian LF, Rounds KA (1988) Improving pediatricians’ compliance-enhancing practices: a randomized trial. Am J Dis Child 142:773–779CrossRefGoogle Scholar
  19. 19.
    Mann KV, Lindsay EA, Putnam RW, Davis DA (1997) Increasing physician involvement in cholesterol-lowering practices: the role of knowledge, attitudes and perceptions. Adv Health Sci Educ Theory Pract 2:237–253CrossRefGoogle Scholar
  20. 20.
    Meredith LS, Jackson-Triche M, Duan N, Rubenstein LV, Camp P, Wells KB (2000) Quality improvement for depression enhances long-term treatment knowledge for primary care clinicians. J Gen Intern Med 15:868–877CrossRefGoogle Scholar
  21. 21.
    Premi J, Shannon S, Hartwick K, Lamb S, Wakefield J, Williams J (1994) Practice-based small-group CME. Acad Med 69:800–802CrossRefGoogle Scholar
  22. 22.
    Forsetlund L, Bjørndal A, Rashidian A, Jamtvedt G, O’Brien MA, Wolf F et al (2009) Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev 15(2):CD003030Google Scholar
  23. 23.
    Bordage G, Carlin B, Mazmanian PE (2009) Continuing medical education effect on physician knowledge: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines. Chest 135:29S–36SCrossRefGoogle Scholar
  24. 24.
    Norman G (2009) The American College of Chest Physicians evidence-based educational guidelines for continuing medical education interventions: a critical review of evidence-based educational guidelines. Chest 135(3):834–837CrossRefGoogle Scholar

Copyright information

© Association of Otolaryngologists of India 2016

Authors and Affiliations

  • Karan Gupta
    • 1
    Email author
  • Dushyant Mandlik
    • 1
  • Purvi Patel
    • 1
  • Daxesh Patel
    • 1
  • Kaustubh D. Patel
    • 1
  1. 1.Department of Surgical Oncology, Aastha Oncology AssociatesHCG Cancer CentreAhmedabadIndia

Personalised recommendations