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SACME Virtual Journal Club December 2018

  • 04 Dec 2018
  • 2:00 PM - 3:00 PM (CST)
  • Teleconference/Webinar


  • Live session and a copy of the session recording (to be emailed out after the event).
  • Access to Live Session Only

Registration is closed

December 4, 2018 | 2:00 pm - 3:00 pm CT

Continuing Professional Development in the Clinical Learning Environment

Presenter: Barbara Barnes, MD, MS, FSACME
Associate Vice Chancellor, Continuing Education and Industry Relationships,
University of Pittsburgh
VP, Sponsored Programs, Research Support, and CME,
University of Pittsburgh Medical Center

Facilitator: Curtis Olson, PhD, FSACME
Immediate Past Editor-in-Chief,
Journal of Continuing Education in the Health Professions
Assistant Professor, Department of Medicine,
Geisel School of Medicine at Dartmouth

In the last decade there have been increasing expectations of continuing professional development (CPD) providers and scholars to demonstrate the impact of their interventions on clinical outcomes as defined in the Institute for Healthcare Improvement’s Triple Aim. Although educational activities are a necessary element in improving care, they must be integrated with other strategies derived from needs identified in the setting within which care is delivered and in the broader healthcare system. 

The Accreditation Council for Graduate Medical Education (ACGME) focuses heavily on the clinical learning environment (CLE) in which residents and fellows train, with particular emphasis on patient safety, quality, and well-being. The ACCME (Accreditation Council for Continuing Medical Education) incorporates some of these elements into the criteria for accreditation with commendation. However, many CPD professionals have limited preparation and opportunity to engage with sites and systems of care, focusing their activities on needs and outcomes of individual learners rather than those of teams, healthcare organizations, and the general population.

This Virtual Journal Club will commence with a brief overview of the relevance of the concepts of learning healthcare organizations and health systems science to CPD. This will be followed by a discussion of factors that are driving engagement of educators with clinical systems. Subsequently participants will identify opportunities and barriers to interfacing with outpatient and inpatient sites, healthcare delivery systems, and policy-makers to improve the relevance and outcomes of their CPD programs.

Potential Discussion Questions:

  • How can CPD providers engage with local healthcare delivery systems to identify needs and formulate interventions for individual practitioners, teams, and organizations?
  • How can these concepts be applied by CPD units in specialty societies and organizations that do not have dedicated clinical delivery systems?
  • How can information exchange and coordination be improved among micro-, meso- and macro-systems?
  • How can we better educate CPD professionals on the principles of systems science and other related disciplines?
Suggested Pre-Reading:
  • Barnes BE. Drivers of Change and Advancing the Clinical Learning Environment. In W.F. Rayburn, M.G. Turco, and D.A. Davis (eds.), Continuing professional development in medicine and health care: better education, better outcomes. Philadelphia, PA: Wolters Kluwer 2018
  • Gonzalo JD, Starr SR, Borkan JM. What is Health Systems Science? Building on an Integrated Vision. In Sochelak SE., et. al. (eds.), Health Systems Science. Chicago, IL: American Medical Association.
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