What constitutes commercial bias compared with the personal opinion of experts?

INTRODUCTION: The presence of commercial messages in continuing medical education (CME) is an ongoing cause of concern. This study identifies actions perceived by CME participants to convey commercial bias from CME faculty. METHODS: A questionnaire listing actions associated with CME activities was distributed to 230 randomly selected participants from 7 CME activities designated for AMA PRA Category 1 Credit. The activities were held over an 8-month period. Participants were asked to complete the questionnaire before participating in the live activity. RESULTS: Nine actions identified by over 50% of all respondents were perceived to convey commercial bias. The most critical ones reflecting commercial bias were speaking about only one agent, not providing a balanced presentation of all agents, and faculty relationships with commercial supporters. Ten actions identified by over 50% of the respondents were perceived to convey personal opinion of the faculty. The most prevalent actions were the influence of mentors or teachers, relating general practice habits from the faculty member's own experience, and cultural differences among patient populations. More than half the respondents who indicated they perceived commercial bias in certified activities attributed this perception to an overall impression, instead of 1 or 2 specific actions. DISCUSSION: Actions were identified that conveyed differences between commercial messages and personal opinion. CME providers should define commercial bias for participants, faculty, and planners and provide education about that definition.

Contents of a core library in continuing medical education: a Delphi study.

INTRODUCTION: In developing their professional competence, those who are interested in the practice of continuing medical education (CME) should recognize the knowledge base that defines their field. This study systematically identifies and organizes a list of books and journals comprising a core library (100 books/15 journals) for CME professionals. METHODS: The Delphi method was applied to elicit and combine the judgments of a fifty member panel considered knowledgeable about the CME field. The panelists participated in three iterations of the survey to first identify and then rank order nominated works. Separate ranked lists were created for books and journals. RESULTS: Forty-four participants completed the study (88% response rate). 268 books and 34 journals were identified. Mean ratings ranged from 4.78 (high) to 1.50 (low). DISCUSSION: The results of the study reflect the panel's judgment. The list is not definitive; instead, it describes what a select group of individuals knowledgeable about the CME field considered important. The list should therefore be seen as a general guide and a resource to facilitate decision-making, not as a prescription for creating a library.

Anticipated Regret Associated With Treatment Decisions for Agitated Dementia Patients.

Anticipation of regret for choosing the wrong option may directly affect physicians' choice of treatment. As part of a pilot survey of physician practices for agitated dementia patients, we asked geriatric psychiatrists, primary care physicians, and neurologists to estimate the degree of anticipated regret that they might experience in response to a series of brief case vignettes describing typical treatments and outcomes for agitated dementia patients. Eight written vignettes described physician action (ordering vs. not ordering), type of intervention (haloperidol vs. physical restraints), and outcome of the intervention (adverse patient outcome vs. adverse staff outcome). Regret was measured by using a five-point Likert scale. A full factorial regression model found that "not ordering" actions were associated with more regret than "ordering" actions, regardless of specialty, intervention, or outcome. Also, geriatric psychiatrists, compared with the other physician groups, expressed the least regret for ordering (and the most for not ordering) haloperidol.

Domains-based outcomes assessment of continuing medical education: the VA's model.

Demonstrating outcomes of continuing medical education (CME) efforts has become increasingly important to CME providers, accrediting organizations, and licensing bodies. Many CME providers have difficulty defining the nature of the outcomes, much less documenting the outcomes for which they are responsible. The vague nature of the terms "outcome," "impact," or "result" in the complexity of health care and medical education environments is a particular obstacle to many education providers. To overcome these barriers, the VA's Employee Education System (EES), a large CME provider, created a model identifying five major domains of possible outcomes for CME interventions; these are the domains of individual participants, employee teams, the larger organization, patients, and the community. These domains are useful in either assessing a single CME activity's outcomes or comprehensively assessing a CME provider's outcomes-assessment strategy. The use of such a domains-based outcomes-management strategy links organizational mission, needs assessment, specific activity assessment, and assessment of the overall education program. This approach may be useful to CME providers, accrediting and licensing bodies, or others interested in the relationship of CME outcomes to the activities of CME providers.

Using Baldrige criteria to meet or exceed Accreditation Council for Continuing Medical Education Standards.

Continuing medical education providers accredited by the Accreditation Council for Continuing Medical Education (ACCME) may apply organizational assessment strategies beyond the ACCME Essential Areas, Elements, and Criteria. The Malcolm Baldrige National Quality Program offers an organizational assessment strategy commonly used in business, health care, and education settings. An analysis of both standards pointed out useful associations between the ACCME Essential Areas and the Baldrige National Quality Program Education Criteria (2003). Including leadership, governance, and social responsibility, the Baldrige Education Criteria provide a more comprehensive organizational assessment and stronger emphasis on a wider variety of results. The present analysis suggests that a continuing medical education provider could meet, and possibly exceed, the ACCME standards by applying the Baldrige Education Criteria in a "self-study" process to define, measure, monitor, and document fundamental organizational responsibilities and performance.

Accreditation: standards for quality continuing professional development.

Accreditation is one way of assuring that continuing education providers are credible and competent. The Accreditation Council for Continuing Medical Education has recently modified its accreditation standards to meet the needs of the health care system and continuing medical education providers. The standards (Essential Areas and Elements) from the new accreditation system will be reviewed and discussed to illustrate one system of accreditation as a potential model for the continuing veterinary medical education professional.

Problem-based learning of research skills.

PURPOSE: To determine whether a short-term, problem-based educational intervention leads to increased research activity among health care practitioners. SUBJECTS AND METHODS: Participant's success was evaluated as a composite of 2 outcomes. These were (1) reporting results for the project designed during the practicum and (2) conducting subsequent research activities. The study population included 36 clinical research outcomes projects developed by clinical practitioners, postgraduate trainees, and medical students during 6 separate practicums. All project teams received the same educational intervention, an "outcomes research practicum" that was divided into 4 primary learning modules administered over a 1 to 4 month period. Each module included a preparatory videotape lecture, supplemental readings, and a 90-minute interactive laboratory session during which faculty members worked with participants to develop answers to a series of predefined questions relating to the design of clinical outcomes research projects. Follow-up continued for a minimum of 12 months and a maximum of 36 months. RESULTS: Eighty-three percent of project teams completed all 4 practicum modules, and 69% completed one of the study outcomes (50% completed their research project and 47% completing a subsequent research activity). Practitioners were more likely to complete subsequent research activities, whereas trainees were more likely to complete their study project. DISCUSSION: This short-term, problem-based educational intervention was successful in increasing the collective research activities of participants. Further, more rigorous structured research is needed to determine the ultimate impact on practice change and patient outcomes.