New CME guidelines advise paradigm shift in physician...( New evidence-based educational guide...),Health

New evidence-based educational guidelines evaluate the effectiveness of current continuing medical education (CME) practices and provide the first set of recommendations on how those practices need to change in the future. Published in the March issue of CHEST, the peer-reviewed journal of the American College of Chest Physicians (ACCP), Effectiveness of Continuing Medical Education: American College of Chest Physicians Evidence-Based Educational Guidelines suggests the majority of CME is based on didactic education, the least effective form of adult education, where the physician-learner is not actively engaged in the learning process. This finding has prompted a strong recommendation for the entire medical community to offer CME that provides a more diversified set of instructional models, strategies, methods, and media. Furthermore, CME experts are calling for all CME providers and physician educators to adopt a consistent set of CME terminology, methodologies, as well as a standardized approach to CME research.

"CME as we know it today is entering a paradigm shift," said Lisa K. Moores, MD, FCCP, Co-Chair of CME Guidelines Panel. "Although lecture-based learning is effective when combined with other modalities, as a single mode of instruction it is the least effective form of learning for physicians. CME providers will need to acknowledge this shift in education and adapt their programs to reflect a more diverse learning experience."

The CME Guidelines Panel, consisting of a number of CME experts from the American College of Chest Physicians and the Association of American Medical Colleges (AAMC), evaluated all CME literature to determine what CME tools and techniques are most effective in improving physician knowledge and skills. Based on the literature, didactic education, including traditional lecture style teaching, as a single mode of instruction, was found to be the least effective form of learning, in terms of physician knowl
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