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'Continuing medical education' – the education and training of postgraduate doctors – is an increasingly important topic. Recent changes in postgraduate.
Table of contents
- Main navigation
- Harvard CME | Principles of Medical Education
- Course Overview
- Department of Medical Education & Scholarship
- Learning from Teaching
The Techniques and Strategies that Significantly Improve Student Engagement, and Teaching and Mentoring Effectiveness Incorporating best practices, newer principles of adult learning, and widely available technologies into your teaching can significantly improve your ability to engage and inspire students, residents, fellows, and colleagues. The curriculum helps medical educators to: Provide more effective feedback that motivates change Better assess learners' needs individually and as a group Design educational sessions that meet your learning objectives Deliver more impactful and engaging lectures Become a more effective one-on-one mentor Optimize evaluation of trainee competencies Enhance the interactivity of small group discussions Spur critical thinking and self-learning among students Incorporate technology and active learning models into your teaching Case-based and hands-on learning are a hallmark of this course, with significant participant interaction and active modeling of instruction techniques.
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Participant Experience More than clinical educators have participated in this program. More doctors are taking CME classes online, which is not necessarily a bad thing, but it does cut down on the kind of interaction you get at a live conference where physicians can exchange ideas with experts.
In decades past, primary-care physicians and specialists would mingle with each other at hospital settings. But now hospitals are increasingly hiring their own full-time physicians, who interact less often with their specialist colleagues in private practice. Parekh, MD, MBA, began wearing Google Glass in the OR, it was originally meant as a strategy for live broadcasting educational videos to India, where he had been performing charity clinics for several years. If a surgeon encounters an anomaly during a procedure, he or she could, via voice command, contact another surgeon who is an expert in the field and is also wearing a Google Glass.
Although point-of-care and quality-improvement CME credits have been available since , as a practical matter, putting these sorts of CME programs into practice, especially on a global scale that crosses national borders, still presents many daunting challenges, says Mr. Not all procedures are the same.
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Not all formularies are the same. So at the end of the day the education that is developed in the U. Even the Pew report cited above concedes that exceptions to its suggested prohibition of commercial funding be made for device manufacturers to instruct physicians on how to operate new instruments.
Moreover, the absence of commercially funded CME could force industry to turn to non-accredited educational events, such as dinner lectures at restaurants and satellite symposia at professional society meetings, venues devoid of any oversight whatsoever. Celia is a freelance health-care writer based in the Philadelphia area. Princeton: Princeton University Press, Accreditation Council for Continuing Medical Education. ACCME annual report data. Spivey BE.
Reforming and Repositioning Continuing Medical Education. Saudi J Ophthalmol ;21 1 Published by Global Education Group, Oct.
Harvard CME | Principles of Medical Education
Available at: www. Rothman SM, et al. Medical Communication Companies and Industry Grants. JAMA Dec. Schwartz LM, Woloshin S. Sah S, Fugh-Berman A.
J Law, Med Ethics ;41 3 Published on meetingsnet. Accessed Aug. Steinman MA, et al. N Eng J Med March ; 12 Read More.
Department of Medical Education & Scholarship
Surgical Education. The embattled agency seeks to reinvent itself. Will budget cuts derail the effort before it gathers steam? Related Articles Surgical Education. Current Issue. All rights reserved. In addition, strategic partnerships with nationally recognized organizations enable us to work on a larger scale.
Learning from Teaching
Targeted audiences include the broad range of the medical profession, from full-time practitioners to academic physicians as well as other allied health care professionals locally, regionally, nationally and internationally. CME activities employ evidence-based adult learning principles that recognize different learning preferences and styles and target expected outcomes. Types of activities include live learning opportunities such as conferences, workshops, seminars, live webcasts, and regularly scheduled series; internet enduring materials; and tools for self-directed learning such as Learning from Teaching and performance improvement PI opportunities; and other teaching improvement and collaborative projects that utilize CME as part of multi-component strategies to improve population health status and outcomes.
When possible, learning formats are highly interactive, include multiple exposures to the same content, and are sequenced for learning.