Cme 2.0 Takes a Virtual Village

Lawrence Sherman* Lawrence Sherman*, Prova Education, Fort Washington, United States

Track: Practice
Presentation Topic: Digital Learning
Presentation Type: Oral presentation
Submission Type: Single Presentation

Building: LKSC Conference Center Stanford
Room: Lower Auditorium 120
Date: 2011-09-17 02:30 PM – 04:00 PM
Last modified: 2011-08-12

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This session will provide real-world examples of the CME 2.0 educational continuum from assessing educational needs through measuring educational outcomes. Best practice examples will demonstrate how this is currently being done. A glimpse into the future will also be provided.
The confluence of three topics: e-learning, Participatory Medicine (in which patients are involved in their own healthcare) and Communities of Practice (how medicine is practiced) meet at a place called CME 2.0. The evolution of online medical education has led to the development of multi- and inter-disciplinary educational initiatives that integrate these three topics.
Practical examples of the role of 2.0 strategies in CME needs assessments will be provided, focusing on best practices that include utilizing social media in the mix of tactics for assessing the educational needs of physicians. Information garnered must include overall management in varying practice settings and involving multiple members of the healthcare delivery team, with a focus of educating Communities of Practice collaboratively rather then the traditional methods of educating them separately. Information from patients and caregivers is another vital component to assessing needs in CME 2.0, and the evolving role of Participatory Medicine will be highlighted.
Delivering the education now includes mobile and online CME courses and strategies that are accessed at the point of care. Virtual practice environments (simulating the clinical environment) and virtual educational settings (making things like grand rounds virtual and 2.0) are seen. And online education, once thought of as just a "spin-off" from live meetings, has become a vital component in multi-platform initiatives, which can form the basis for a curricular approach to CME.
Social media is also used in CME 2.0 to raise awareness about education and to create an environment for post-educational discussions in which learners are able to discuss how the education impacted their practice. Performance level outcomes can be measured. And, if patients are involved, perhaps through innovative text messaging strategies, patient-level data resulting from the educational activities can be measured.

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