"By alternating didactic learning with other methods of instruction and multimedia, physicians may retain more information and be able to apply what they've learned more readily in a clinical situation," said Dr. Moores. Although a diversified approach to CME is advised, it is not clear which combination of these diverse modalities results in the most effective learning experience. "Additional research is needed to identify which combination of modalities, like simulation education, case-based learning, etc., provides the most impact."
However, CME research provides its own set of challenges. During the literature review process for the new guidelines, the guidelines panel discovered extensive variation in terminology used to define educational interventions, target audiences, learning objectives, content areas, and educational teaching methodologies. This variation has led to a lack of standardized CME approaches and CME research including research controls, making comparison difficult and quantitative syntheses impossible. As a result, the guidelines advocate for a more standardized approach to CME research made easier by the adoption of a consistent set of CME terminology and methodologies.
"The ACCP is to be applauded for its efforts in the area of CME," said John E. Prescott, M.D., Chief Academic Officer for the Association of American Medical Colleges. "Although the research in this field has been clear for two decades about the need for a changed model, this guideline confirms the importance of CME and its effect on changing provider performance--especially when it uses multiple teaching methods or truly engages the clinician. The Association of American Medical Colleges has simila
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American College of Chest Physicians