Barnes B E
Center for Continuing Education in the Health Sciences, University of Pittsburgh School of Medicine, Pennsylvania, USA.
Acad Med. 1998 Mar;73(3):278-81. doi: 10.1097/00001888-199803000-00016.
Many of the traditional approaches to providing continuing medical education (CME) have failed to improve physician performance and health care outcomes. In the current health care environment, physicians are being held to unprecedented levels of accountability to patients, payers, and society at large. A greater emphasis is being placed on measuring and improving the clinical and fiscal outcomes of medical care. If they are to help physicians practice more effectively and efficiently, CME developers must reformulate the missions and goals of their programs. CME must become a means for improving patient outcomes through enhanced physician performance. The author describes how a new practice-learning model for CME might be implemented using currently available information technology. She also discusses how CME programs, with the help of information technology, can help physicians identify learning opportunities, find the best resources for learning, and apply learning to practice. She then briefly discusses three programs that have begun to utilize information technology to expand the scope of CME: the Maintenance of Competence Program in Canada, the Stanford Health Information Network for Education, and a computer-simulation program at the Indiana University School of Medicine.
许多传统的继续医学教育（CME）方法未能提高医生的表现和医疗保健效果。在当前的医疗保健环境中，医生对患者、支付方以及整个社会负有前所未有的责任。人们更加注重衡量和改善医疗保健的临床和财务效果。如果继续医学教育开发者想要帮助医生更有效率地开展医疗实践，就必须重新制定其项目的使命和目标。继续医学教育必须成为通过提高医生表现来改善患者治疗效果的一种手段。作者描述了如何利用当前可用的信息技术来实施一种新的继续医学教育实践学习模式。她还讨论了继续医学教育项目如何在信息技术的帮助下，帮助医生识别学习机会、找到最佳学习资源并将学习应用于实践。然后，她简要介绍了三个已开始利用信息技术来扩大继续医学教育范围的项目：加拿大的能力维持项目、斯坦福健康信息教育网络以及印第安纳大学医学院的一个计算机模拟项目。
