Optimizing the Effectiveness of CME Program: NAMS Experience.
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Date
2015-01
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Abstract
Planning organisation and delivery of educational program(s), culminating in
purposeful learning require strong basis of principles of adult learning along with a
sound knowledge and requisite skills in both psychology as well as technology of
medical education. Assessing effectiveness of a CME program is as important as the
organization of learning activities and delivery of academic program as these may
provide further directions for enhancing the efficacy of the CME delivery system.
Objective: (i) The purpose of this study was to investigate the effectiveness of well
planned and conducted CME program in terms of enhancing knowledge and
competence of the participants. (ii) To explore if the gain in knowledge and
competence, if any, can be attributed to the interactive design of the educational
process.
Methods: The study was conducted during NAMS-AIIMS Regional Symposium on
Sleep Medicine at AIIMS, Jodhpur as part of NAMSCON 2013. After explaining the
objectives of the study to the participants and assurance of confidentiality, a validated
and pre-tested questionnaire consisting of 30 multiple choice, single response
questions, was administered to 103 participants. Following intervention consisting of
didactic lectures by experts in different aspects of sleep medicine, interactive sessions
and problem triggered sessions consisting of clinical data, participants were readministered
post test questions which were, however, different from pre-test but had
similar difficulty level.
Result: The response rate of participants was 89%. Pre-intervention scores were 11.76
± 4.4, with only 26 % of participants achieving an arbitrary pass score of 50 %.
Comparison of paired score of participants who attempted both pre and post tests
(n=59) showed improvement from 12.1 ±4.6 to 18.3 ± 3.8 which was significant (p
<0.05). 84.7 % of participants secured above pre decided 50% score. The mean
increase in the score was 6.2 with 95% CIs 4.8; 7.5 (P <0.001). Higher gain in knowledge and competencies is attributed to intense interactive involvement of
participants during the problem triggered sessions, feedback provided during
interaction and system of reward and incentive introduced at time of sessions. The
study concludes that well designed educational intervention based on the principles of
adult learning brings positive gain in the knowledge and enhances competence of the
participants.
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Keywords
Pre-post test, retrospective post-pre test, program evaluation, evaluation of educational intervention
Citation
Singh Kuldeep, Gupta Neeraj, Misra Sanjeev, Bajaj J S. Optimizing the Effectiveness of CME Program: NAMS Experience. Annals of the National Academy of Medical Sciences (India). 2015 Jan-June; 51(1&2): 6-12.