Conference Presentation: Destination: Patient Outcomes – Our Journey to Improving Patient Care
Predicting the Potential for a CE Activity to Lead to Behavior Change
Sunday, January 21
1:30 PM - 2:30 PM
Location: Palazzo E
Physician Credits: 1.0
Nursing CE Credits: 1.0
Pharmacy Credits: 1.0
ACPE UAN: 0809-9999-18-054-L04-P (Knowledge)
Nili Solomonov, MA
The Derner School of Pscyhology, Adelphi University
NY, New York
Background Challenge: Annually, over 148,000 new CE activities are produced in the US. The objective of these activities is to generate positive changes in practice that will improve patient care. However, a number of reviews and meta-analyses estimate that - at most - only 10-20% of CE activities lead to real improvements in patient care. Over 34% of these new CE activities are offered online; with online CE representing the largest number of physician/other learners’ interactions (26M) (ACCME Annual Report 2015). Within this vast array of offerings, it is extremely difficult, if not impossible, for HCPs and CE stakeholders to find the best-in-class education that has the greatest potential to lead to behavior change that can improve performance and patient care. Data on the effectiveness and outcomes of CE activities is typically only available long after it has launched, and frequently only after the activity has expired. In short, there is no objective, reliable, prospective, empirical assessment available to identify CE activities that have the greatest potential to lead to improvements in healthcare practices to close healthcare gaps.
Solution: To address this problem, we have developed a reliable and valid CE activity Instructional Design Rating Scale through rigorous research methods. This rating system is based on extensive research from the science of human learning and behavior change; it measures the extent to which a CE activity includes instructional design elements that are critical to learning, acquisition of new skills, and application of new concepts and skills in practice. It provides an empirical, predictive measure that enables CE stakeholders to identify the most effective CE activities.
Session: This session will present the Instructional Design Rating Scale and describe the innovative interdisciplinary research project assessing its reliability and predictive validity. We will describe the core learning principles and psychometric research methods on which the scale is based. Additionally, members of the collaborative research team (behavioral scientists, outcome experts, psychometric experts and commercial supporters) will provide insight into how their field of expertise is contributing to the study, and discuss their perspectives on the potential value of the Rating Scale. The audience will be engaged in discussion, and invited to provide feedback and recommendations for the continued development and application of this new measure.
- Identify the instructional design characteristics most likely to drive behavioral change and learn how they can be leveraged to develop high-quality education
- Evaluate strategies, techniques, and barriers to analyze and aggregate disparate sets of outcomes data.
- Discuss how industry can more consistently and confidently identify and then support effective educational designs that will impact learner behavior and potentially lead to improved patient outcomes.