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Journal of Medical Education

Abstract

Purpose: Lecture-based continuing medical education (CME) has been criticized for very limited impact on improving clinical practice and patient outcomes. This study assesses the impact of a 75-minute presentation for primary care physicians in the United States to enhance their communication with patient regarding the risks and benefits of hormone therapy for menopausal symptoms. Methods: Data were collected from 41 primary care physicians over 15 months through multiple telephone interviews, use of clinical vignettes, presentation observations, and a written survey. A 360-degree multisource evaluation of 8 participants was conducted to obtain data from their patients, peer physicians, and healthcare team members. Quantitative and qualitative data were analyzed to document educational outcomes. Results: Participants reported significant increases in their knowledge, skills, and confidence as related to menopausal care. At 9-14 months post-event, 85.7% (30 of 35) participants implemented one or more of their commitments to practice change. The 360-degree evaluation findings supported participants' claims of change, when 360-questions matched change statements. Meanwhile, we interviewed 6 conference attendants who did not participate in the previous evaluation phases. They reported similar practice changes to the rest of participants. Conclusions: A relatively short lecture-based, practice-oriented CME on menopausal care utilizing sound educational principles can precipitate changes in knowledge, skills and clinical practice. This study invites the CME community to re-visit the role of lecture-based CME and shift the discussion to consider under what conditions it can be expected to be more or less effective for physicians' learning and practice change.

First Page

183

Last Page

196

DOI

10.6145/jme.201009_14(3).0003

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