Learning Science/Strategies

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)

Session Description
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.

Learning Objectives:

Hilary Schmidt

Calibre Institute
Hastings On Huds, New York

Hilary Schmidt has a PhD from the Univerisity of Pennsylvania in cognitive science and is co-founder of the Calibre Institute for Quality Medical Education (2013-pres). She has spent her professional life translating the science of human learning to the design of effective medical education and has presented and published extensively in the field. Her active participation in ACEHP since 2006 has included: 1) serving on multiple committees; 2) Chair of IACE (2011-2013), and 3) Chair of the Grant Committee for the Foundation of ACEHP, (2015). She was a nominated member of the Task Forc on CME Indusry/Provider Collaboration, a former member of the Society of Directors of Research in Medical Education, and she founded centers for teaching and learning at 3 academic medical centers including Columbia University Medical Center (Associate Dean and Assistant Vice President) Center, Downstate Medical School (Director), and UMDNJ-Newark (Director). She transitioned from academia to Industry in 2004 (Sanofi) where she served as the head of Independent Medical Education across all therapeutic areas, lead the transparency initiative, and headed IST operations. In her current company she provides consulting services to CE stakeholders (providers, societies, funders, institutions) in the design and identification of highly efficient, relevant, and effective education that has the highest potential to drive performance improvement.


Send Email for Hilary Schmidt

Gregory Salinas

CE Outcomes, LLC
Birmingham, Alabama

Greg Salinas, PhD, has a basic science research background and conducted research in cell biology and behavioral neuroscience. In 2008, Dr. Salinas joined CE Outcomes and currently the President of the company. Dr. Salinas has utilized his experience in statistical method, tests, and measurement to help shape the company's mission of providing an unbiased perspective into current practice patterns and attitudes of practicing clinicians.


Send Email for Gregory Salinas

John Ruggiero

Associate Director, US Medical Affairs, Learning & Clinical Integration
Genentech, Inc
S San Francisco, California

John Ruggiero, PhD, MPA, CHCP, is Associate Director for Learning & Clinical Integration at Genentech, a member of the Roche group, responsible for leading Roche's U.S. Medical Affairs’ education and research clinical integration strategy. Since 2006, he has also served as adjunct professor for biostatistics, epidemiology, and research methods at Drexel University’s College of Health Professions. John has led educational and outcomes design within several healthcare systems. Over the past 15 years he has merged his background in educational leadership with his expertise in research, focused on impacting clinician behaviors and patient care. He has been author or peer-reviewer of several professional journal articles, and he has provided adult-learning and outcomes presentations to professionals in a number of healthcare and sociological associations. John earned his undergraduate, graduate and doctorate degrees in Sociological Research & Statistics, Public Administration in Population Health, Biostatistics & Epidemiological Research, and Educational Leadership from several institutions, including The Catholic University of America, and Arizona State University. In 2014, after joining a writing group challenge, John was selected to publish a psychological/thriller novel, Isolated Matters, continues to write fiction in his spare time, and he has committed most of the proceeds to various organizations including the Leukemia & Lymphoma Society in honor of his mother.


Send Email for John Ruggiero

Nili Solomonov

Research Coordinator
The Derner School of Pscyhology, Adelphi University
NY, New York

Nili is a doctoral candidate for Clinical Psychology, who conducts outcome research. Her research focuses on assessment of the efficacy of a variety of interventions, as well as development of psychometric measures to assess patient outcome


Send Email for Nili Solomonov


Predicting the Potential for a CE Activity to Lead to Behavior Change


Attendees who have favorited this

Please enter your access key

The asset you are trying to access is locked. Please enter your access key to unlock.

Send Email for Predicting the Potential for a CE Activity to Lead to Behavior Change