Planning and Obtaining CME Credit-Common Methods for Assessing Changes in Knowledge & or Competence from CME Activities

Common Methods for Assessing Changes in Knowledge & or Competence from CME Activities

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This document outlines common methods used to assess changes in knowledge and competence resulting from Continuing Medical Education (CME) activities. Three primary assessment approaches are detailed:

1. <strong>Objective Test</strong>: This method uses quizzes or tests administered before and/or after learning events to directly and objectively measure acquired knowledge or skills. These assessments, which can be performed live during sessions or online, should align closely with learning objectives. They may include case scenarios to evaluate whether learners not only know but can apply knowledge (competence). An example includes multiple-choice questions focused on diagnosing and managing vascular anomalies.

2. <strong>Retrospective Pre/Post Survey</strong>: This subjective method asks learners after the educational activity to rate their proficiency on each learning objective both before and after the event. Ratings typically include options from "not at all proficient" to "extremely proficient." This self-assessment helps indicate perceived gains in knowledge or competence across the activity. Accuracy depends on well-defined learning objectives.

3. <strong>Commitment to Change</strong>: Learners identify specific changes they intend to implement in their practice as a result of the learning. This is typically gathered via open-ended questions on evaluation forms. When collected with identifying information, it allows follow-up to support change implementation, identify barriers, and gauge outcomes. This method may yield limited responses if topics do not align with all participants’ practices and thus is ideally combined with other assessment forms.

The document encourages combining these methods on a single feedback form to strengthen assessment validity and highlights the importance that chosen assessment tools and questions correspond to the educational goals outlined in the activity planning. Examples from a session on vascular anomalies illustrate how each method can be implemented in practice.

Keywords

Continuing Medical Education

CME assessment methods

Objective Test

Retrospective Pre/Post Survey

Commitment to Change

Knowledge assessment

Competence evaluation

Learning objectives alignment

Vascular anomalies education

Educational activity feedback