Effectiveness of CME Educational Guidelines
Abstract
In 2005, the Education Committee and the Health and Science Policy Committee of the American College of Chest Physicians (ACCP) recognized the need to assess the ACCP medical education curriculum. During this assessment process, a proposal was made to evaluate the literature to determine what continuing medical education (CME) tools and techniques are most effective in improving our physician members' knowledge and skills. It quickly became clear that there was much more to be learned from this effort and that its potential impact could benefit not only the ACCP membership but also the medical education community as a whole. As a result, the ACCP Health and Science Policy and the Education committees developed collaboratively key literature search questions with a proposal that the search be conducted and synthesized by an independent evidence-based practice center (EPC) through an application process to the Agency for Healthcare Research and Quality (AHRQ). AHRQ awarded the Johns Hopkins EPC the task of performing a systematic review of the literature to answer six key questions regarding the effectiveness of CME (see “Methods and Definitions of Terms” article in this supplement for a detailed listing of the questions).
The purpose of these evidence-based guidelines, based on the Johns Hopkins systematic literature review, is to make recommendations to assist ACCP members, the ACCP Education Committee, and any others involved in CME to further the effectiveness of their CME programs. Although the level of evidence was generally of low quality, certain recommendations could be derived substantiating what is currently being conducted by CME providers. In addition, suggestions for further investigation and research were synthesized by the panel. During the Johns Hopkins' literature review, the following primary limitation became obvious: the differences in terminology used in CME activities and in conducting CME research. Examples of terminology variation include the terms used to define the educational interventions applied, the different target audiences, the multiple types of learning objectives, the diverse content areas, and the numerous educational teaching methodologies. This variation has led to a lack of standardized CME approaches and CME research including CME research controls. This clearly makes comparison difficult and quantitative syntheses impossible.
Guideline Ranking & Disclaimer
Rank | Definition |
|---|---|
| 1 | This guideline is new and represents the best available evidence at this time. It will be reviewed on an annual basis to determine if it remains current. |
| 2 | This guideline is reviewed on an annual basis and there have been new studies published since the guideline was developed. However, the Health and Science Policy (HSP) Committee determined that these studies are not sufficient to warrant changing the guideline at this time. The information contained in this guideline provides the user with the best evidence available at the time the guideline was published. Readers are encouraged to search the current literature as a supplement to using this guideline. |
| 3 | This guideline is reviewed on an annual basis. The HSP Committee determined that new studies have been published that warrant an update of the (fill in) chapter/section of this practice guideline. The HSP Committee also determined that the remainder of the chapters/sections does not require updating and these recommendations remain current. |
| 4 | This guideline is reviewed on an annual basis. The HSP Committee determined that new data are available that are sufficient to potentially change guideline recommendations and a full revision is warranted. |
| 5 | This guideline has been reviewed on an annual basis. The HSP Committee has decided it is outdated; however, it has been retained for historical and/or educational purposes. These guidelines should be used with caution for clinical decision-making purposes. |
The evidence-based practice guidelines published by The American College of Chest Physicians (“ACCP”) incorporate data obtained from a comprehensive literature review of the most recent studies available at the time of publication. Guidelines are intended for general information only, are not medical advice, and do not replace professional medical care and physician advice, which always should be sought for any specific condition. Furthermore, guidelines may not be complete or accurate because new studies that may have become available late in the process of guideline development may not be incorporated into any particular guideline before it is disseminated. ACCP and its officers, regents, governors, executive committee, members and employees (the “ACCP Parties”) disclaim all liability for the accuracy or completeness of a guideline, and disclaim all warranties, express or implied. Guideline users always are urged to seek out newer information that might impact the diagnostic and treatment recommendations contained within a guideline. The ACCP Parties further disclaim all liability for any damages whatsoever (including, without limitation, direct, indirect, incidental, punitive, or consequential damages) arising out of the use, inability to use, or the results of use of a guideline, any references used in a guideline, or the materials, information, or procedures contained in a guideline, based on any legal theory whatsoever and whether or not there was advice of the possibility of such damages.
