This new column is designed to present and resolve common challenges and conundrums in CE instructional design. This installment focuses on Challenge No. 1: The Case of Incomplete Needs Assessment.
Awards season has arrived, and we don’t mean the Oscars, Emmys or Grammys: It’s the 2019 Alliance Recognition and Awards! There’s some new and exciting changes this year, and we invite you to submit!
The following is the first of three parts in a series regarding simplification in the CME process. Mitsuo Tomita, MD, has been saddened to see providers in California give up their accreditation because they perceive that the administrative burden of CME is too great.
The Cincinnati Children's CME team knew awarding more ABP MOC Part 2 points would involve additional data management and incorporation of multiple self-assessment mechanisms into educational planning and design. It also knew that its physician learners need the MOC points for recertification.
Tailoring content to meet specific needs and developing strategies to overcome situation-specific treatment barriers are among the most difficult, and yet the most rewarding, challenges for CE providers and supporters to undertake.