Biomedical subjects

F C Pennington

Publications and source records attributed to F C Pennington.

9 recordsLinked to original sources

PubMed1980

A system for approving, monitoring, and recording CME activities in a university hospital setting.

The increased demand that mandatory continuing education requirements place on an academic physician's time and the conviction that continued learning is best when that learning is related to patient care were the impetus for developing a continuing education system in the University of Michigan Hospital for medical faculty and medical staff. Using the capability to co-sponsor continuing medical education, the University of Michigan Medical School established a quality assessment mechanism that enabled approval of a variety of ongoing instructional activities in the hospital setting for continuing education credit.

Education, Medical, Continuing↗

PubMed1978

Where to look when assessing CME needs.

Although more and more hospitals are providing accredited continuing medical education (CME) programs, there is little information to aid the individual physician and the hospital-based CME planner in assessing current educational needs. A basic framework along with readily available data sources are provided for conducting needs assessment studies at a community hospital level.

Education, Medical, Continuing↗

PubMed1978

Planning continuing medical education activities.

A review of program development literature in adult education and continuing medical education (CME) indicates the pervasive influence of a single approach to designing instructional activities. An examination of the assumptions of this model indicates several weaknesses. An alternative model is proposed that recognizes the importance and impact of the planners' interaction with representatives of the learner group, institutional colleagues and persons in outside agencies. Results of previous research, experience in planning, observations of the planning processes of others and discussions with expert continuing medical educators show that planning is a dynamic process of suggesting and selecting from many alternatives those instructional activities with the greatest potential for effecting the desired changes in learners. Through a series of deliberations, needs are specified, instructional activities are designed, goals and objectives are stated, and evaluation techniques are selected. CME planners direct the process and constantly focus on the immediate impact on the learners and ultimately on the learners' practice behavior.

Education, Medical, Continuing↗

PubMed1978