This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters are posted
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow E-mail this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My File Cabinet
Right arrow Download to citation manager
Right arrowRequest Permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via CrossRef
Right arrow Citing Articles via Web of Science (7)
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Sectish, T. C.
Right arrow Articles by Bernstein, H. H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Sectish, T. C.
Right arrow Articles by Bernstein, H. H.
Related Collections
Right arrow Office Practice
Social Bookmarking
 Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?
PEDIATRICS Vol. 110 No. 1 July 2002, pp. 152-156


SPECIAL ARTICLE

Continuous Professional Development: Raising the Bar for Pediatricians

Theodore C. Sectish, MD*, Victoria Floriani, BA{ddagger}, Mary Carol Badat, MAdEd§, Robert Perelman, MD§ and Henry H. Bernstein, DO{ddagger}

* Division of General Pediatrics, Department of Pediatrics, Lucile Packard Children’s Hospital, Stanford University School of Medicine, Palo Alto, California
{ddagger} Division of General Pediatrics, Department of Medicine, Children’s Hospital, and Harvard Medical School, Boston, Massachusetts
§ Department of Education, American Academy of Pediatrics, Elk Grove Village, Illinois

Abbreviations: CME, continuing medical education • AAP, American Academy of Pediatrics • CPD, continuous professional development • ABP, American Board of Pediatrics

The first 300 words of the full text of this article appear below.


    INTRODUCTION
 
Physicians are increasingly accountable to patients and institutions for proof that they are maintaining medical competence in a rapidly changing health care environment.1 An essential factor in the professional development of physicians is a lifelong commitment to learning. Changes in clinical practice and advances in research have created new educational needs for physicians during the past 2 decades. Coupled with expanded learning methodologies, these needs have prompted unique approaches to traditional continuing medical education (CME).

Criticism exists that the current structure of CME may be ineffective in altering physician performance with its distant, disconnected, and teacher-centered approach to education.1–8 In a systematic review of the usefulness of CME strategies, Davis et al6 found that CME in North America is concentrated mostly in formal interventions (eg, conferences) that have limited impact in changing physician performance and/or health care outcomes. They attribute this ineffectiveness in part to the fact that most CME strategies are not individualized to the physician-learner.6 Physicians are expected to learn specific knowledge and skills presented in different formats by experts and then to incorporate this learning into their own practices at a later time. Content in CME activities, especially delivered by lectures, often is not immediately relevant to a participant’s clinical practice. Evidence has shown that if the new knowledge is not directly relevant to the physician, then it is less likely that he or she will be able to integrate it in a way that ultimately enhances patient outcomes.2 There are important aspects to CME that may have value for participants, including confirmation of medical knowledge and reinforcement of good clinical practice.

The methods to obtain CME chosen by practitioners are also shifting, as constraints of time and money are becoming increasingly influential in determining CME preferences. As clinical productivity demands have increased, physicians have found less . . . [Full Text of this Article]

Reprint requests to (T.C.S.) Lucile Packard Children’s Hospital, Department of Pediatrics, 725 Welch Rd #5731, Palo Alto, CA 94304. E-mail: theodore.sectish@medcenter.stanford.edu


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
NeoReviewsHome page
S. Izatt
Educational Perspectives: Portfolios: The Next Assessment Tool in Medical Education?
NeoReviews, October 1, 2007; 8(10): e405 - e408.
[Full Text] [PDF]


Home page
Pediatr. Rev.Home page
T. Kind, J. T. Benjamin, J. Parboosingh, E. Rothstein, R. Perelman, M. C. Badat, and H. Bernstein
Learning in Practice and Maintaining Certification in Pediatrics
Pediatr. Rev., May 1, 2007; 28(5): e23 - e29.
[Full Text] [PDF]


Home page
PediatricsHome page
T. C. Sectish, E. L. Zalneraitis, C. Carraccio, and R. E. Behrman
The State of Pediatrics Residency Training: A Period of Transformation of Graduate Medical Education
Pediatrics, September 1, 2004; 114(3): 832 - 841.
[Abstract] [Full Text] [PDF]


Home page
PediatricsHome page
D. Dougherty and L. A. Simpson
Measuring the Quality of Children's Health Care: A Prerequisite to Action
Pediatrics, January 1, 2004; 113(1/S1): 185 - 198.
[Abstract] [Full Text] [PDF]