Meeting Needs, Exceeding Expectations in Education
Our Academy as we know it is actually two entities: the Academy, responsible for membership, advocacy, and health policy; and the Foundation, which includes the annual meeting, educational programming, and research activities. So when I refer to the Foundation, I am speaking primarily of our meeting, educational, and quality improvement enterprises. In spite of the fact that members rate the Foundation’s educational offerings as one of their most valued benefits, it is paradoxical that survey data and member responses indicate less awareness of our current and expanding education offerings than expected. Our goal for this issue is to improve everyone’s knowledge and use of our expanding education resources and the numerous ways the Foundation works to both meet member education needs and also exceed expectations. In the past, any ACCME-accredited provider of Continuing Medical Education (CME), such as the Foundation, fulfilled a requirement to do a “needs assessment” of our members and their educational desires and demands. In the current environment of assessing and reporting on quality, this has been replaced by a requirement to identify “gaps in care,” using a method to look for ways to demonstrate our educational offerings fill such a gap and the learning that takes place leads to improved care and better patient outcomes. Related research reforms employ Comparative Effectiveness Research (CER) to look for the best care among many acceptable choices, and try to achieve the three aims of the National Quality Strategy: better individual patient care, better population health, and reduced cost of care. The AAO-HNSF is richly blessed with resources for educational content. Our members, whether academic or community-based, supply the profession with invaluable material from their research and professional practices and experience. However, there is a big difference between “content” or educational material and effective educational programming. It has been repeatedly demonstrated and published that simply presenting and learning new facts, basic science, and clinical material does not change clinical behavior for the better, nor lead to improved patient care or clinical outcomes. In the past two decades, new methods of designing educational programming, increasing interactivity between teachers and learners, focusing on the application of knowledge, and holding learners accountable for describing how they will employ what they learn seem to speed the implementation of new ideas and improve patient outcomes. Future accreditation of CME will not only require documentation of how the learner will apply new knowledge, but also eventually require documentation and reporting that the knowledge was actually applied and that measurable improvement in patient outcomes can be demonstrated. Throughout this issue of the Bulletin, you will see reference to a broad agenda of advancing educational initiatives: sharing our programming with developing nations, expanding international access, and use of our content and entirely new products, such as our AcademyQ mobile application, the “Resident Manual of Trauma to the Face, Head, and Neck,” and the ENT Exam Video Series. Shortly, a few dozen lectures from this year’s annual meeting will be added to the growing programming of online courses and lectures, and new comprehensive products to aid our members in their exam preparation will be added to the Home Study Course and Patient Management Perspectives that are already so useful in this regard. As important as all these products are, creating a comprehensive organized structure, shared with all of us, for all our programming is our goal. The integration of research, education, application, documentation, delivery reform, and payment reform with all of their health policy implications is now more obvious than ever. We are fortunate as a specialty to have such a collaborative culture, supportive members, effective specialty societies and leaders to guide us through this rapid transition. The Academy/Foundation will continue to develop and provide superior products for our residents, young physicians, and experienced senior practitioners, as well as the students and allied professionals we work with. I encourage you to become even more familiar with all the Academy offers in education, and to aggressively employ these to benefit our patients. Nowhere is the Academy’s mission to empower physicians to provide the best patient care more visible than through our educational and meeting activities. Thanks to all of you for your contributions to this great enterprise.
Our Academy as we know it is actually two entities: the Academy, responsible for membership, advocacy, and health policy; and the Foundation, which includes the annual meeting, educational programming, and research activities. So when I refer to the Foundation, I am speaking primarily of our meeting, educational, and quality improvement enterprises.
In spite of the fact that members rate the Foundation’s educational offerings as one of their most valued benefits, it is paradoxical that survey data and member responses indicate less awareness of our current and expanding education offerings than expected. Our goal for this issue is to improve everyone’s knowledge and use of our expanding education resources and the numerous ways the Foundation works to both meet member education needs and also exceed expectations.
In the past, any ACCME-accredited provider of Continuing Medical Education (CME), such as the Foundation, fulfilled a requirement to do a “needs assessment” of our members and their educational desires and demands. In the current environment of assessing and reporting on quality, this has been replaced by a requirement to identify “gaps in care,” using a method to look for ways to demonstrate our educational offerings fill such a gap and the learning that takes place leads to improved care and better patient outcomes. Related research reforms employ Comparative Effectiveness Research (CER) to look for the best care among many acceptable choices, and try to achieve the three aims of the National Quality Strategy: better individual patient care, better population health, and reduced cost of care.
The AAO-HNSF is richly blessed with resources for educational content. Our members, whether academic or community-based, supply the profession with invaluable material from their research and professional practices and experience. However, there is a big difference between “content” or educational material and effective educational programming. It has been repeatedly demonstrated and published that simply presenting and learning new facts, basic science, and clinical material does not change clinical behavior for the better, nor lead to improved patient care or clinical outcomes. In the past two decades, new methods of designing educational programming, increasing interactivity between teachers and learners, focusing on the application of knowledge, and holding learners accountable for describing how they will employ what they learn seem to speed the implementation of new ideas and improve patient outcomes. Future accreditation of CME will not only require documentation of how the learner will apply new knowledge, but also eventually require documentation and reporting that the knowledge was actually applied and that measurable improvement in patient outcomes can be demonstrated.
Throughout this issue of the Bulletin, you will see reference to a broad agenda of advancing educational initiatives: sharing our programming with developing nations, expanding international access, and use of our content and entirely new products, such as our AcademyQ mobile application, the “Resident Manual of Trauma to the Face, Head, and Neck,” and the ENT Exam Video Series. Shortly, a few dozen lectures from this year’s annual meeting will be added to the growing programming of online courses and lectures, and new comprehensive products to aid our members in their exam preparation will be added to the Home Study Course and Patient Management Perspectives that are already so useful in this regard. As important as all these products are, creating a comprehensive organized structure, shared with all of us, for all our programming is our goal.
The integration of research, education, application, documentation, delivery reform, and payment reform with all of their health policy implications is now more obvious than ever. We are fortunate as a specialty to have such a collaborative culture, supportive members, effective specialty societies and leaders to guide us through this rapid transition. The Academy/Foundation will continue to develop and provide superior products for our residents, young physicians, and experienced senior practitioners, as well as the students and allied professionals we work with. I encourage you to become even more familiar with all the Academy offers in education, and to aggressively employ these to benefit our patients. Nowhere is the Academy’s mission to empower physicians to provide the best patient care more visible than through our educational and meeting activities. Thanks to all of you for your contributions to this great enterprise.