PURPOSE: Purpose: Continuing medical education is undergoing major transition. Changes in the external and internal environments have altered educational content delivery and outcome expectations for CME. For years, CME methods were generally didactic lectures with knowledge transfer outcomes. Expectations now suggest a variety of educational content delivery techniques with knowledge adoption and improved performance. Recently, the ACCP developed CME evidence based educational guidelines. As a collaborative project (CME and Hospital Quality Improvement) at our institution to improve venous thromboembolism (VTE) prophylaxis in hospitalized patients, CME was challenged to describe an array of education methods designed to improve performance. The purpose of our study was to abstract the ACCP definition of techniques and methods (Table 4, p26S) into easily understood evidence based educational content delivery tool to guide the committee in the development of specific educational strategies
METHODS: Methods: Chart review of 121 patients with VTE over 6 months was conducted to identify common themes associated with noncompliance: e utilization of a peripherally inserted central catheter (PICC), no or inadequate VTE prophylaxis, VTE present on admission, and system issues do interruption or delay 15 patients. To easily describe the varied evidence based educational tactics available to the VTE committee, we abstracted the guidelines to develop a tool describing a “menu” of instructional methods, strategies, and materials as well opportunities for “satellite” activities such as pod-casting.
RESULTS: Results: Using this descriptive tool, the VTE committee developed a Pathman matrix describing educational initiatives. The VTE committee has found the tool to be exceptionally helpful in designing multifaceted educational interventions based o themes of noncompliance identified in the chart review.
CONCLUSIONS: Conclusions: Our collaborative experience of CME with Hospital QI to improve VTE prophylaxis in hospitalized patients has been aided by the development and utilization of a evidence based content delivery tool as described by the ACCP CME guidelines.
CLINICAL IMPLICATIONS: Clinical Significance: Alignment of CME and QI expertise to develop evidence based educational content delivery techniques has the potential to improve physician performance.
DISCLOSURE: The following authors have nothing to disclose: Susan Pingleton, David Davis, Nancy Davis, Dale Grube
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