Continuing Professional Development in Medicine and Health Care

CONTENTS

About the Editors
Contributors
Foreword
Preface
Acknowledgments
Prologue
Abbreviations

PART I: Improving the Learning Environment
Chapter 1. Applying Educational Theory to Practice in Continuing Professional Development
Karen V. Mann and Jocelyn Lockyer
Chapter 2. Regularly Scheduled Series: Imbedded Education for Change
Jonathan M. Ross and Lori L. Bakken
Chapter 3. Advances in Simulation-Based Continuing Professional Development and Training
Dimitrios Stefanidis and Ajit K. Sachdeva
Chapter 4. Designing and Delivering Effective Continuing Education Activities
Ginny Jacobs-Halsey and David A. Davis
PART II: Learning in the Workplace
Chapter 5. Drivers of Change and Advancing the Clinical Learning Environment
Barbara Barnes
Chapter 6. Learning in the Practice Setting: A Synthesis of Research and Theory and Suggestions for Strengthening CPD
Donald E. Moore Jr, Geoffrey M. Fleming, and Bonnie M. Miller
Chapter 7. Improving Communication Skills of Health Care Providers
Mila Kostic
Chapter 8. Collaborating Interprofessionally for Team-Based Care
Scott Reeves and Simon Kitto
Chapter 9. Accessing Online Information Resources for Point of Care (POC) Learning
Sarah Knox Morley and William F. Rayburn
Chapter 10. Systems-Based Learning in Continuing Professional Development
Charles M. Kilo and George Mejicano
Chapter 11. Meaningful Involvement of Patients, Families, and Caregivers in Continuing Professional Development
David Wiljer
PART III: Better Faculty, Better Content, Better Outcomes
Chapter 12. Engaging Scholars and Advancing Scholarship in Continuing Professional Development
Tanya Horsley and Sharon Straus
Chapter 13. Maintenance of Board Certification, Continuing Professional Development, and Performance Improvement
David W. Price
Chapter 14. Comparing and Contrasting: Faculty Development and Continuing Professional Development
Ivan Silver and Karen Leslie
Chapter 15. Faculty Development for Practicing and Teaching Quality Improvement and Patient Safety
Karyn D. Baum and Nancy L. Davis
PART IV. Creating Better Learners at All Levels
Chapter 16. Creating the Practice-Based Learner: Advances in Undergraduate Medical Education
Linda A. Headrick
Chapter 17. Reforming UME and GME by Implementing Competencies to Meet Public and Health System Needs
Brian M. Wong and Eric S. Holmboe
Chapter 18. Advancing CME and CPD: Evolution, Innovation, Accreditation, and Alignment
Graham T. McMahon
Chapter 19. Overcoming Challenges to Interprofessional Education in the Workplace
Mary A. Dolansky and Ellen Luebbers
Chapter 20. Assessing and Remediating the Struggling Physician
Betsy White Williams
PART V. Implementing and Evaluating Change in Professional Development
Chapter 21. Enhancing Continuing Professional Development with Insights from Implementation Science
Gary A. Smith and Audriana M. Stark
Chapter 22. Understanding and Effecting Health Care Organizational Change
Morris J. Blachman
Chapter 23. Learning to Lead in an Academic Health System
Mary G. Turco, Allison T. McHugh, and Richard I. Rothstein
Chapter 24. Articulating the Value of Continuing Medical Education
Todd Dorman
Chapter 25. Principles of Effective Research in Continuing Professional Development in the Health Professions
Curtis A. Olson and Betsy White Williams
Chapter 26. Projecting the Future of Continuing Professional Development
Paul E. Mazmanian and David A. Davis

Appendices
Appendix A. Elements of the Educational Activity Planning Process: Historical versus Contemporary Views
Ginny Jacobs-Halsey and David A. Davis
Appendix B. Point-of-Care Information Resources: A Selected List of Apps, Databases, and Web Sites
Sarah Knox Morley
Appendix C. Educational Research: Relevant Databases, Web Sites, Organizations, Funding Sources, Certificate Programs, Books, and Articles
Betsy White Williams, Dillon Welindt, and Curtis A. Olson

Index

Book review for Continuing Professional Development in Medicine and Health Care
"This is the right book at the right time by the right authors. Rayburn, Turco and Davis are long-time thought leaders in Continuing Medical Education and they assembled a veritable who’s who in CME/CPD innovation and scholarship as authors. The goal of the book is to address the need for better education to produce better clinical practice and improved health care outcomes by advancing meaningful scholarship and innovation in continuing education. The book is carefully researched and very well referenced: in this way it will be an invaluable resource for individuals who wish to dive deeper into the CME/Education Literature. For faculty who are just beginning to think about developing or leading CME programs, it provides a comprehensive overview of the role of CME in the continuum of Health Professions learning and as well as a succinct summary of the evolving role of CME and CPD in Health care organizations. The chapters which cover the current key topics/learning strategies in CME (e.g., simulation, communication, interprofessional education, etc.) lay an excellent ground work for individuals interested in developing a scholarly, grounded approach to teaching and evaluation in these domains. A particular strength of these chapters is that each includes an overview of the learning approach, a discussion of the relevant theoretical and conceptual frameworks and a summary of outcomes data. While the focus is CME, these chapters should be read by any health professions educator interested in developing related teaching and learning activities. The final section, “implementing and evaluating change in professional development”, will be particularly useful to CPD leaders who are working to drive change within a health care environment. The chapters include all the major domains of leadership and change management, but the CME context, examples and data presented make this a unique resource. Finally, deans and chief medical and patient safety officers may find a quick read of this book helpful to understand how and why they can and should include CPD programs and CPD leadership as an integral part of their Patient Safety/Quality Strategies. What really sets this book apart is that it is scholarly and deeply referenced yet easily readable and it should appeal to a broad audience: from junior faculty, to CPD leaders to deans and health care leaders."
Alison Whelan
Chief Medical Education Officer
Association of American Medical Colleges

May 2, 2017
“This is an important and timely book. The premise of the book is that an improved system for continuing professional development for all health professionals will lead to better patient outcomes. The editors are experienced educators who articulate a vision for continuing professional development that is workplace-based and is responsive to the macro and micro forces shaping healthcare delivery and the professions today. Expert authors provide detailed, evidence-based chapters on pedagogy, content, faculty development, assessment and the learning environment for continued professional development.

This scholarly attention to continuing professional development is long overdue. This is the part of health professional education that impacts the most health professionals for the longest time in their careers, and thus it has the greatest opportunity to improve practice and care. This work is a major contribution to the field, and it will be the standard reference for some time to come.”

George E. Thibault, MD
President
Josiah Macy Jr. Foundation

“Healthcare and education systems are undergoing a transformation unlike any we have ever experienced. The rise of new technologies like artificial intelligence and robotics, the advent of precision medicine, a massive shift from solo practice to team-based care and an ever increasing focus on data driven outcomes are disrupting long held beliefs about education. It is now apparent that, while precertification programs remain important, it is the life long learning phase of one's professional career that needs the greatest attention. The new book "Continuing Professional Development in Medicine and Health Care" comes at exactly the right moment. As the editors write "much of what is designed and delivered as continuing education fails to influence or change medical practice or improve patient outcomes". That is no longer tenable, and this book contains the roadmap to move forward.

Filled with chapters by world experts on life long learning, I was powerful affected by starting at the end. Looking to the future, the closing chapter sketches a vision of education that responds to global professional shortages and health disparities, that meaningfully improves healthcare safety and quality, that reflects the collaborative and team-based nature of health care and raises the notion of learning healthcare organizations out of the abstract and into reality. Reading backward from that vision, I found all of the elements necessary to propel continuing education, professional development and life long learning from what is too often an afterthought to become the core of healthcare education and organizational development. It seems to me this transformation is urgently needed and this is the book to help us on the journey.”

Brian Hodges, Toronto May 2017