Barriers to innovation in continuing medical education

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

Introduction: Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis to determine whether physicians' preferences for CME are barriers to participation in innovative programs. Methods: A geographically stratified, random sample of 755 licensed, practicing physicians in the state of Oregon were surveyed regarding their preferences for type of CME offering and instructional method and plans to recertify. Results: Three hundred seventy-six of 755 surveys were returned for ±5% margin of error at 95% confidence level; 91% of respondents were board certified. Traditional types of CME offerings and instructional methods were preferred by the majority of physicians. Academic physicians were less likely than clinical physicians to prefer nontraditional types of CME offerings and instructional methods. Multiple regression analyses did not reveal any significant differences based on demography, practice location, or physician practice type. Discussion: Physicians who participate in CME select educational opportunities that appeal to them. There is little attraction to competency-based educational activities despite their requirement for MOC. The apparent disparity between the instructional methods a learner prefers and those that are the most effective in changing physician behavior may represent a barrier to participating in more innovative CME offerings and instructional methods. These findings are important for medical educators and CME program planners developing programs that integrate studied and effective educational methods into CME programs that are attractive to physicians.

Original languageEnglish (US)
Pages (from-to)148-156
Number of pages9
JournalJournal of Continuing Education in the Health Professions
Volume28
Issue number3
DOIs
StatePublished - Jun 2008

Fingerprint

Continuing Medical Education
physician
innovation
Physicians
education
Certification
certification
Maintenance
educational activities
educational opportunity
demography
random sample
appeal
confidence
Communication
Regression Analysis
Demography
educator
paradigm
Education

Keywords

  • Continuing medical education
  • Participation
  • Performance in practice
  • Preferences
  • Survey barriers

ASJC Scopus subject areas

  • Education
  • Medicine(all)

Cite this

@article{8cf053170fd44462a784d3599af56faa,
title = "Barriers to innovation in continuing medical education",
abstract = "Introduction: Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis to determine whether physicians' preferences for CME are barriers to participation in innovative programs. Methods: A geographically stratified, random sample of 755 licensed, practicing physicians in the state of Oregon were surveyed regarding their preferences for type of CME offering and instructional method and plans to recertify. Results: Three hundred seventy-six of 755 surveys were returned for ±5{\%} margin of error at 95{\%} confidence level; 91{\%} of respondents were board certified. Traditional types of CME offerings and instructional methods were preferred by the majority of physicians. Academic physicians were less likely than clinical physicians to prefer nontraditional types of CME offerings and instructional methods. Multiple regression analyses did not reveal any significant differences based on demography, practice location, or physician practice type. Discussion: Physicians who participate in CME select educational opportunities that appeal to them. There is little attraction to competency-based educational activities despite their requirement for MOC. The apparent disparity between the instructional methods a learner prefers and those that are the most effective in changing physician behavior may represent a barrier to participating in more innovative CME offerings and instructional methods. These findings are important for medical educators and CME program planners developing programs that integrate studied and effective educational methods into CME programs that are attractive to physicians.",
keywords = "Continuing medical education, Participation, Performance in practice, Preferences, Survey barriers",
author = "Elizabeth Bower and Donald Girard and Kristen Wessel and Thomas Becker and Dongseok Choi",
year = "2008",
month = "6",
doi = "10.1002/chp.176",
language = "English (US)",
volume = "28",
pages = "148--156",
journal = "Journal of Continuing Education in the Health Professions",
issn = "0894-1912",
publisher = "John Wiley and Sons Inc.",
number = "3",

}

TY - JOUR

T1 - Barriers to innovation in continuing medical education

AU - Bower, Elizabeth

AU - Girard, Donald

AU - Wessel, Kristen

AU - Becker, Thomas

AU - Choi, Dongseok

PY - 2008/6

Y1 - 2008/6

N2 - Introduction: Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis to determine whether physicians' preferences for CME are barriers to participation in innovative programs. Methods: A geographically stratified, random sample of 755 licensed, practicing physicians in the state of Oregon were surveyed regarding their preferences for type of CME offering and instructional method and plans to recertify. Results: Three hundred seventy-six of 755 surveys were returned for ±5% margin of error at 95% confidence level; 91% of respondents were board certified. Traditional types of CME offerings and instructional methods were preferred by the majority of physicians. Academic physicians were less likely than clinical physicians to prefer nontraditional types of CME offerings and instructional methods. Multiple regression analyses did not reveal any significant differences based on demography, practice location, or physician practice type. Discussion: Physicians who participate in CME select educational opportunities that appeal to them. There is little attraction to competency-based educational activities despite their requirement for MOC. The apparent disparity between the instructional methods a learner prefers and those that are the most effective in changing physician behavior may represent a barrier to participating in more innovative CME offerings and instructional methods. These findings are important for medical educators and CME program planners developing programs that integrate studied and effective educational methods into CME programs that are attractive to physicians.

AB - Introduction: Criteria for maintenance of certification (MOC) emphasize the importance of competencies such as communication, professionalism, systems-based care, and practice performance in addition to medical knowledge. Success of this new competency paradigm is dependent on physicians' willingness to engage in activities that focus on less traditional competencies. We undertook this analysis to determine whether physicians' preferences for CME are barriers to participation in innovative programs. Methods: A geographically stratified, random sample of 755 licensed, practicing physicians in the state of Oregon were surveyed regarding their preferences for type of CME offering and instructional method and plans to recertify. Results: Three hundred seventy-six of 755 surveys were returned for ±5% margin of error at 95% confidence level; 91% of respondents were board certified. Traditional types of CME offerings and instructional methods were preferred by the majority of physicians. Academic physicians were less likely than clinical physicians to prefer nontraditional types of CME offerings and instructional methods. Multiple regression analyses did not reveal any significant differences based on demography, practice location, or physician practice type. Discussion: Physicians who participate in CME select educational opportunities that appeal to them. There is little attraction to competency-based educational activities despite their requirement for MOC. The apparent disparity between the instructional methods a learner prefers and those that are the most effective in changing physician behavior may represent a barrier to participating in more innovative CME offerings and instructional methods. These findings are important for medical educators and CME program planners developing programs that integrate studied and effective educational methods into CME programs that are attractive to physicians.

KW - Continuing medical education

KW - Participation

KW - Performance in practice

KW - Preferences

KW - Survey barriers

UR - http://www.scopus.com/inward/record.url?scp=53249094131&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=53249094131&partnerID=8YFLogxK

U2 - 10.1002/chp.176

DO - 10.1002/chp.176

M3 - Article

VL - 28

SP - 148

EP - 156

JO - Journal of Continuing Education in the Health Professions

JF - Journal of Continuing Education in the Health Professions

SN - 0894-1912

IS - 3

ER -