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    • 3 New trends in CME

    October 28, 2024 | AI, Accredited CME, CME, Continuing medical education, IME, Journal articles, Peer-reviewed articles, eLearning, infographics, medical education, webinars 

    The landscape of continuing medical education (CME) is undergoing significant transformations. Driven by the latest advancements and innovations, digital learning programs have made CME even more accessible and personalized. Learn how to enhance healthcare professional education to stay updated with the latest medical knowledge and skills using these key trends.

    3 New trends in CME

    Latest developments in the continuing medical education landscape

    Recent advancements in medical science and technology highlight the pivotal role of continuing medical education (CME) in enabling healthcare practitioners (HCPs) translate these developments into practice. Over the years, several key developments have shaped the CME landscape. For example, time-poor HCPs are leaning toward easily digestible content that can be accessed on demand across multiple virtual platforms.1,2 They are also discerning about information credibility and prefer evidence-based content from reliable sources.3 Further, the digitalization of CME has revolutionized the way educational content is delivered and how its impact is measured.

    Recent shifts in CME

    Garth Sundem, Communications Director at the Medical Affairs Professional Society (MAPS), discussed global changes in CME practices with David Kempe, Accreditation Manager, Wiley; Geoff Covey, Associate Director for Independent Medical Education, Wiley; and Dr. Eva Thalemann, Ex-Medical Affairs at Jansen and Independent Medical Consultant. Their conversation was featured in MAPS’ podcast series “Elevate”. Here are the key trends in CME shared by the speakers:

    • Renewed interest in face-to-face interactions: The COVID-19 pandemic rapidly accelerated the adoption of digital CME modalities. In the aftermath of the pandemic, HCPs are seeking to integrate social and collaborative elements into their digital learning experiences. This hybrid approach fosters communities of learning where HCPs can engage digitally and benefit from specific in-person interactions.
    • Increased uptake of self-directed learning activities: The rise of digital modalities has led HCPs to take charge of their own learning. Through self-directed learning activities, they can actively participate in and drive the learning process. This could take several forms, such as earning CME credits by:
    1. Completing peer reviews
    2. Pursuing internet point of care learning by investigating a clinical question and applying new knowledge in patient care4
    3. Completing activities that fuel reflection about consumed content
    4. Engaging in collaborative learning within the bounds of professional practice

    Wiley’s Essential Evidence Plus (EE+) portal, for example, encourages HCPs to engage in self-directed learning through useful content, tools, and resources. Users of EE+ reported a focus on learning and proactively improving their skills as communicators and educators.

    • Growing significance of learner centricity: There is a greater demand for learner-centric CME activities.5 Learner centricity is not restricted to studying audience (HCP) behavior through data. It involves defining clear objectives for CME programs, identifying learner outcomes, and determining efficient ways to measure impact. A learner-centric approach underlines the end result, i.e., what HCPs will gain from the CME activity. Such an outcome-based approach involves:
    1. Identifying knowledge gaps
    2. Including HCPs who need to fill this gap
    3. Tailoring a range of CME activities for them
    4. Recruiting suitable faculty
    5. Refreshing CME content based on HCPs’ inputs
    • Preference for a mixed format approach: There is an increased preference for bite-sized content that can be consumed in multiple formats, allowing HCPs to fit CME into their busy schedules. For example, Wiley recently leveraged their global society partnerships, rich journal portfolios, and multi-channel communication expertise to create an engaging CME program. They partnered with the American Cancer Society to create a multicomponent program focused on hormone-sensitive prostate cancer. This program delivered CME content through a range of activities and content formats including webinars, journal articles, downloadable infographics, and short summaries.
    • The need to understand the practical applications of information/knowledge: There is growing recognition of the need for CME activities that emphasize the practical application of knowledge through socially generated expertise. The focus is shifting to providing HCPs with context to enhance their understanding and decision-making skills. Examples of application-focused CME include in-depth expert discussions, patient involvement in content development, and encouraging discussions about data by opening it up to HCPs.
    • Increased focus on inclusivity: Inclusivity is becoming a key priority in CME development. This involves diversifying/expanding the pool of CME content creators, collaborators, and faculty. For example, Wiley now uses Artificial Intelligence (AI) for reviews of published literature related to CME practice gaps and educational needs. This approach helps identify and enlist expert faculty beyond traditional networks. Additionally, there is a focus on training educators to deliver CME in multiple formats and cultivate a learner-centric attitude.

    CME is no longer restricted to the conventional in-person event format. The CME landscape is evolving rapidly owing to technological advancements and a deeper consideration of HCPs’ needs. There is greater focus on the need to design and facilitate CME activities that are relevant to HCPs. To hear more insights on the current developments in the CME space, tune in to the podcast episode .

    References

    1.      Six ways to provide successful e-learning programs to healthcare professionals

    2.      Wiley Online Library (WOL) data 1 Jan, 2002 – 31 Dec, 2022

    3.      Enhancing the value of HCP education through independent channels

    4.      Internet point of care CME

    5.      Reinvigorating continuing medical education: Meeting the challenges of the digital age

    This content was provided by Wiley