This post courtesy of Anne Taylor-Vaisey: From the new issue of Journal of
Continuing Education in the Health Professions:
Harden RM. A New vision for distance learning and
continuing medical education. J
Contin Educ Health Prof 2005; 25(1):43-51.
Abstract: Increasing demands on
continuing medical education (CME) are taking place at a time of significant
developments in educational thinking and new learning technologies. Such
developments allow today’s CME providers to better meet the CRISIS criteria for
effective continuing education: convenience, relevance, individualization,
self-assessment, independent learning, and a systematic approach. The
International Virtual Medical School (IVIMEDS) provides a case study that
illustrates how rapid growth of the Internet and e-learning can alter
undergraduate education and has the potential to alter the nature of CME. Key
components are a bank of reusable learning objects, a virtual practice with
virtual patients, a learning-outcomes framework, and self-assessment
instruments. Learning is facilitated by a curriculum map, guided-learning
resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer
learning. The educational philosophy is "just-for-you" learning (learning
customized to the content, educational strategy, and distribution needs of the
individual physician) and "just-in-time" learning (learning resources available
to physicians when they are required). Implications of the new learning
technologies are profound. E-learning provides a bridge between the cutting edge
of education and training and outdated procedures embedded in institutions and
professional organizations. There are important implications, too, for
globalization in medical education, for multiprofessional education, and for the
continuum of education from undergraduate to postgra! duate and continuing
education.
Lessons for Practice
· The CRISIS
criteria for effective CME (convenience, relevance, individualization,
self-assessment, independent learning, and systematic) can be met using
e-learning.
· Internet-based learning has a
significant role to play in CME, offering "just-for-you" and "just-in-time"
learning.
· Internet-based CME is a response to
the challenges of globalization in medical practice.
· Core elements in constructing an
e-learning program include a bank of reusable learning objects, a virtual
practice, and a set of learning outcomes and self-assessment activities.
· Learning can be facilitated using
a curriculum map
Current issue of
JCEHP: http://www.jcehp.com/vol25/2501.asp
