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Moore than Outcomes Levels (Guerrero & Abdolrasulnia)
Moore than Outcomes Levels (Guerrero & Abdolrasulnia)
Moore than Outcomes Levels (Guerrero & Abdolrasulnia)
Moore than Outcomes Levels (Guerrero & Abdolrasulnia)
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Moore than Outcomes Levels (Guerrero & Abdolrasulnia)

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  • HG starts with the inspiration for this talk – these are the forgotten points of Moore’s articleMazi jumps in with discussion of importance of feedback and some examples he has seenHG provides additional examplesMazi talks about MOC and MOL and now the ACA – all press this issue about changeHG action itemsBoth wrap up
  • Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
  • Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
  • Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
  • Discussion points for trying out what was learned and incorporating what was learned into praticeSounds so neat and tidy, but we all know its not. There are a lot of cracks or pitfalls the learner could fall into. That last step may or may not haopen.
  • Moore goes on to say that their approach outlined in the article shows how to do this – practice what they are learning and receive feedback from faculty experts
  • Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
  • Planning for outcomes (not done as an after thought)Taken directly from Moore’s paper – pg. 12
  • Transcript

    • 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.

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