Teaching and Learning Strategies for Continuing Medical Education (CME)
Teaching and learning strategies for continuing medical education (CME)
Many different teaching and learning strategies may be used to deliver education programmes. To accommodate individual learning styles, an ideal education programme would be flexible and varied.
Lack of knowledge is rarely the sole cause of problems in practice. The application of knowledge to real life cases is often a difficult area to address. Small group discussions with relevant case studies or discussions of patient management problems may be more useful to improve clinical problem solving than the presentation of content alone. Practical skills are best learnt if there is an opportunity to practise and get feedback.
The most effective methods of CME include learning linked to clinical practice, interactive educational meetings, outreach events, significant event audits, peer review discussions, group-based learning and strategies that involve multiple educational interventions.
The least effective methods for CME are also the most commonly used at present - namely, lecture format teaching and unsolicited printed material, including clinical guidelines. However, this does not mean that there isn’t a place for these strategies. Lectures or articles may be useful to expand or provide new knowledge. Some people have a learning style preference for this mode of presentation. However, it is always important to allow adequate time for questions and for feedback from the audience to make sure that the information they receive is clear and relevant.
Kolb's adult learning theory[1] suggests participants should be actively involved in their own education, since they are often their own best teachers. That is, they learn best when they are motivated, and the learning is self-directed; relates to their identified needs;encourages active participation;involves reflection throughout the process; and is evaluated. New Zealand research shows that general practitioners (GPs) consider personal interaction to be central to the effectiveness in change in practice[2].In adult learning, teaching is often as much about setting the context or climate for learning as it is about imparting knowledge or sharing expertise.
In recognition of this, the College encourages CME activities that:
- Include an assessment of the learning needs of GPs for and within the topic
- Use enabling and reinforcing strategies such as peer support, patient education or reminders and feedback
- Use a range of educational interventions
- Encourage active participation
- Encourage peer interaction and problem solving
- Support GPs to engage with other medical professionals to improve coordination of patient care.
Articles on teaching and learning in medicine:
1.Cantillon 19 Jones R Does continuing medical education in general practice make a difference? BMJ 1999.
2.Fraser S, Greenhalgh T, Coping with complexity: Education for capability. BMJ 2001; 323:799-803.
3.Schattner 19 Markey 9 Mathews M. Changing GPs clinical behaviour. AFP 2001;30(3):300-304.
4.Hutchison L ABC of learning and education - Educational environment BMJ 2003;326:810-812.
5.Farrow R, Creating teaching materials. BMJ 2003;326:921-923.
6.Goodyear-Smith F, Whitehorn M, McCormick R. Experiences and preferences of general practitioners regarding continuing medical education: a qualitative study. NZMJ 2003;116:1172.
7.Little 19 Hayes S. Continuing professional development (CPD): GPs perceptions of post-graduate education-approved (PGEA) meetings and personal development plans. Family Practice 2003; 20:192-198.
8.Morrison J ABC of learning and teaching in medicine - evaluation BMJ 2003;326:385-387.
9.Understanding Medical Education series, published by Association for the Study of Medical Education (ASME); various dates, especially Peter McCrorie, Teaching and leading small groups ASME; 2006.
[1]Kolb, D.A. (1984) Experiential learning: Experience as the Source of learning and development, Englewood Cliffs, NJ: Prentice Hall
[2]Goodyear-Smith F, Whitehorn M, McCormick R. Experiences and preferences of general practitioners regarding continuing medical education: a qualitative study. NZMJ 2003;116:1172