1. H E A T H E R G U E R R E R O , M A , C C M E P
S R . M A N A G E R I M E
M A Z I A B D O L R A S U L N I A , P H D –
P R E S I D E N T , M . C O N S U L T I N G , L L C
MOORE THAN
OUTCOMES LEVELS:
A CONVERSATION

2. • “Interactive CME that engages learners, helps them
reflect on current practices, identifies a gap between
their current performance and a standard, and then
requires them to practice what they are learning with
feedback to close that gap tend to be more effective
in changing performance. ”
• CME should be based on assessed need
• Passive approaches to learning are generally not
effective in changing physician behaviour
• Multifaceted activities that combine several different
interventions have been shown to be effective
IMPROVING IMPACT OF EDUCATION
• Challenge is to truly create impactful education
• Then, the next step is measuring that impact
• How you design education key to making an impact
Current
approaches
not useful
Move to
performance-
based CME
Single most
important
change
1. Moore et al. Achieving Desired Results and Improved Outcomes: Integrating Planning and
Assessment Throughout Learning Activities. JCEHP. 29(1):1 – 15, 2009

3. TAKE ACTION
• Bring the four strategies to your next staff meeting and
discuss where you are doing this well and where you
could improve
• Assign someone to be your resident feedback expert
• Stay abreast of how feedback is being given, successes and
failures
• Let that person review all proposals to see if there is a better
way to incorporate feedback
• Add feedback to your evaluation form or process for
reviewing proposals to fund
• Make it a organizational goal to know what is being
done in the CME community around feedback
• Put together a paper or presentation with your findings
3

4. • Focus on clinical problems and knowledge used in practice
• Take into account physician stages in learning
4 STRATEGIES FOR CME PROVIDERS
• Start with the end in mind1.
2.
3.
1. Moore et al. Achieving Desired Results and Improved Outcomes: Integrating Planning and
Assessment Throughout Learning Activities. JCEHP. 29(1):1 – 15, 2009
• Provide opportunities for practice and feedback in authentic
settings3.