Improving continuing medical education by enhancing interactivity: lessons from Iran

Continuing Medical Education (CME) has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of th...

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Bibliographic Details
Published in:Journal of advances in medical education & professionalism 2016-04, Vol.4 (2), p.54-63
Main Authors: Faghihi, Seyed Aliakbar, Khankeh, Hamid Reza, Hosseini, Seyed Jalil, Soltani Arabshahi, Seyed Kamran, Faghih, Zahra, Parikh, Sagar V, Shirazi, Mandana
Format: Article
Language:English
Subjects:
Continuing medical education
General practitioners
Medicin och hälsovetenskap
Original
Qualitative study
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Summary:Continuing Medical Education (CME) has been considered as a lifelong commitment for doctors to provide the optimal care for patients. Despite a long history of creating CME programs, outcomes are far from ideal. The present qualitative study aims to clarify the barriers affecting effectiveness of the CME programs in Iran based on the experiences of general practitioners. Sixteen general practitioners were recruited to participate in in-depth interviews and field observations concerning experiences with CME. The study was performed using a qualitative content analysis method. The codes, categories and themes were explored through an inductive process in which the researchers moved from specific to general. The participants' experiences identified a number of barriers, particularly insufficient interaction with the instructors; additional problems included the teachers' use of an undifferentiated approach; unreal and abstract CME; and ignorance of the diverse reasons to participate in CME. Based on the study results, there are multiple barriers to effective implementation of CME in Iran. The key barriers include insufficient interaction between the trainees and providers, which must be considered by other stakeholders and program designers. Such interactions would facilitate improved program design, invite more specific tailoring of the education to the participants, allow for more effective educational methods and set the stage for outcome evaluation from the learners actually applying their new knowledge in practice. Replication of these findings with another sample would improve confidence in these recommendations, but these findings are broadly consistent with findings in the educational literature on improving the efficacy of CME.
ISSN:2322-2220
2322-3561