Planning and Obtaining CME Credit-Learning Formats Most Commonly Used in CME Activities

Learning Formats Most Commonly Used in CME Activities

Pdf Summary

This document outlines commonly used learning formats in continuing medical education (CME) activities, describing each format's definition and the specific educational purpose it best serves.<br /><br />Small-group discussions involve exchanges among up to 12 participants to analyze and clarify issues, mainly to transfer knowledge and enhance competence. Case-based learning uses patient cases to stimulate problem-solving, focusing on applying knowledge and improving competence. Panels are live or virtual discussions with multiple viewpoints aimed at transferring knowledge. Demonstrations showcase observable actions or displays, transferring knowledge and occasionally competence. Role play or dramatization has learners perform roles to practice skills safely and develop competence.<br /><br />Lectures are verbal presentations transferring knowledge and sometimes competence. Virtual learning comes in synchronous (real-time interaction) and asynchronous (time-delayed interaction) forms, both aimed at transferring knowledge and possibly competence. Simulations employ realistic scenarios and require instructor feedback to build competence through applied knowledge.<br /><br />Independent learning refers to learner-driven activities outside formal settings, focusing on knowledge transfer and preparation for competence-building formats. Reflection involves personal examination of experiences combined with objective information, used for knowledge gain and sometimes assessment related to practice changes.<br /><br />Self-directed learning sees learners managing their own learning process with available mentorship, functioning as a noneducational intervention to change competence or performance. Audit and feedback measure practice against standards with expert input for performance improvement outside formal education. Peer observation or coaching has individuals observe and debrief each other’s practice, enhancing performance alongside educational activities.<br /><br />Overall, these formats serve varied educational goals: transferring factual and conceptual knowledge, applying knowledge to build competence, practicing skills in safe environments, and improving performance both within and beyond formal learning contexts. The document adapts standards from the MedBiquitous Curriculum Inventory.

Keywords

continuing medical education

learning formats

small-group discussions

case-based learning

panels

demonstrations

role play

lectures

virtual learning

simulations