Can We Ensure That Workshops Are Effective in Their Goal? Impact of a National Education Workshop on Participants’ Subsequent Scholarship

Vercio, Chad; Peltier, Chris; Ryan, Michael; Khidir, Amal; Jackson, Joseph; Dallaghan, Gary Beck; Paul, Caroline R.

doi:10.1007/s40670-021-01500-x

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Can We Ensure That Workshops Are Effective in Their Goal? Impact of a National Education Workshop on Participants’ Subsequent Scholarship

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Author(s): Chad Vercio ¹ ^, ² ^, , Chris Peltier ³ , Michael Ryan ⁴ , Amal Khidir ⁵ , Joseph Jackson ⁶ , Gary Beck Dallaghan ⁷ , Caroline R. Paul ⁸

Publication date (Electronic): 8 February 2022

Journal: Medical Science Educator

Publisher: Springer US

Keywords: Continuing medical education, Faculty development, Workshop outcomes

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Abstract

Medical education conferences offer practical workshops to facilitate physicians’ lifelong learning. Little is known about integration of workshop material after conferences. We sought to evaluate the application of workshop content focused on scholarly publication preparation. We developed an email survey to examine participants’ progress preparing a publication in 2019, administered 4, 9, and 15 months post-conference. The survey included scaled items and open-ended questions. Thirty-three participants attended the workshop. Participants continued to develop their projects, but noted time, adequate evaluations, and no writing partners as barriers. Following up with workshop participants offers insights into effective application of workshop content.

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Most cited references 8

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Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?

D. Davis, M A O'Brien, N Freemantle … (1999)

Although physicians report spending a considerable amount of time in continuing medical education (CME) activities, studies have shown a sizable difference between real and ideal performance, suggesting a lack of effect of formal CME. To review, collate, and interpret the effect of formal CME interventions on physician performance and health care outcomes. Sources included searches of the complete Research and Development Resource Base in Continuing Medical Education and the Specialised Register of the Cochrane Effective Practice and Organisation of Care Group, supplemented by searches of MEDLINE from 1993 to January 1999. Studies were included in the analyses if they were randomized controlled trials of formal didactic and/or interactive CME interventions (conferences, courses, rounds, meetings, symposia, lectures, and other formats) in which at least 50% of the participants were practicing physicians. Fourteen of 64 studies identified met these criteria and were included in the analyses. Articles were reviewed independently by 3 of the authors. Determinations were made about the nature of the CME intervention (didactic, interactive, or mixed), its occurrence as a 1-time or sequenced event, and other information about its educational content and format. Two of 3 reviewers independently applied all inclusion/exclusion criteria. Data were then subjected to meta-analytic techniques. The 14 studies generated 17 interventions fitting our criteria. Nine generated positive changes in professional practice, and 3 of 4 interventions altered health care outcomes in 1 or more measures. In 7 studies, sufficient data were available for effect sizes to be calculated; overall, no significant effect of these educational methods was detected (standardized effect size, 0.34; 95% confidence interval [CI], -0.22 to 0.97). However, interactive and mixed educational sessions were associated with a significant effect on practice (standardized effect size, 0.67; 95% CI, 0.01-1.45). Our data show some evidence that interactive CME sessions that enhance participant activity and provide the opportunity to practice skills can effect change in professional practice and, on occasion, health care outcomes. Based on a small number of well-conducted trials, didactic sessions do not appear to be effective in changing physician performance.

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Continuing medical education: AMEE Education Guide No 35.

Nancy Davis, David Davis, Ralph Bloch (2008)

This guide is designed to provide a foundation for developing effective continuing medical education (CME) for practicing physicians. For the purposes of this work, continuing medical education is defined as any activity which serves to maintain, develop, or increase the knowledge, skills and professional performance and relationships that a physician uses to provide services for patients, the public, or the profession (American Medical Association 2007; Accreditation Council for CME 2007). The term continuing professional development (CPD) is broader and has become more popular in many areas of the world. As defined by Stanton and Grant, CPD includes educational methods beyond the didactic, embodies concepts of self-directed learning and personal development and considers organizational and systemic factors (Stanton & Grant 1997). In fact, this guide describes many modalities that may be defined as CME or CPD. In the interest of simplicity, we will use the term continuing medical education (CME) throughout, with the understanding that the same strategies may be applied to non-clinical continuing professional education. For those who do not work exclusively in CME, many terms and processes may be unfamiliar. This guide is intended to provide a broad overview of the discipline of CME as well as a pragmatic approach to the practice of CME. The format provides an overview of CME including history and rationale for the discipline, followed by a practical approach to developing CME activities, the management of the overall CME programme and finally, future trends. At the end of the guide you will find resources including readings, websites and professional associations to assist in the development and management of CME programmes.

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Long-term evaluation of a train-the-trainer workshop for pharmacy faculty using the RE-AIM framework.

Nervana Elkhadragy, Robin Corelli, Alan J Zillich … (2021)

Although two thirds of tobacco users express interest in quitting, few pharmacists address tobacco use as part of routine practice. Historically, pharmacy schools provided inadequate tobacco cessation training for students. To address this educational gap, train-the-trainer workshops were conducted between 2003 and 2005 to train pharmacy faculty (n = 191) to teach a shared, national tobacco cessation curriculum at their academic institutions.

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Author and article information

Contributors

Chad Vercio:

ORCID: http://orcid.org/0000-0001-6472-7397

cvercio@llu.edu

Journal

Journal ID (nlm-ta): Med Sci Educ

Journal ID (iso-abbrev): Med Sci Educ

Title: Medical Science Educator

Publisher: Springer US (New York )

ISSN (Electronic): 2156-8650

Publication date (Electronic): 8 February 2022

Pages: 1-4

Affiliations

[1 ]GRID grid.43582.38, ISNI 0000 0000 9852 649X, Loma Linda University School of Medicine, ; 11175 Campus Street, Coleman Pavilion A1121, Loma Linda, CA 92350 USA

[2 ]GRID grid.488519.9, ISNI 0000 0004 5946 0028, Riverside University Health System, ; Moreno Valley, CA USA

[3 ]GRID grid.24827.3b, ISNI 0000 0001 2179 9593, Department of Pediatrics, , University of Cincinnati College of Medicine, ; Cincinnati, OH USA

[4 ]GRID grid.224260.0, ISNI 0000 0004 0458 8737, Virginia Commonwealth University School of Medicine, ; Richmond, VA USA

[5 ]GRID grid.416973.e, ISNI 0000 0004 0582 4340, Weill Cornell Medicine-Qatar, ; Doha, Qatar

[6 ]GRID grid.26009.3d, ISNI 0000 0004 1936 7961, Duke University School of Medicine, ; Durham, NC USA

[7 ]GRID grid.410711.2, ISNI 0000 0001 1034 1720, University of North Carolina, ; Chapel Hill, NC USA

[8 ]GRID grid.137628.9, ISNI 0000 0004 1936 8753, Grossman School of Medicine, , New York University Langone Health, ; New York City, NY USA

Author information

Chad Vercio http://orcid.org/0000-0001-6472-7397

Article

Publisher ID: 1500

DOI: 10.1007/s40670-021-01500-x

PMC ID: 8829970

PubMed ID: 35194522

SO-VID: bce53290-c411-48f1-b4f5-31cdf34d3efb

License:

This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

History

Date accepted : 23 December 2021

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