Optimizing Continuing Education for Health Professionals: Incorporating Instructional Design Principles and Frameworks for Effective Learning
DOI:
https://doi.org/10.55752/amwa.2024.325Abstract
Medical writers who work in continuing medical education (CME) and continuing education (CE) are tasked with crafting resources for clinicians to stay up to date with the most recent advances in medicine. These CME/CE activities are designed to improve knowledge, competence, performance, and/or patient outcomes. For CME/CE to achieve these desired outcomes, medical writers can follow principles of instructional design during CME/CE development. At different stages of CME/CE development, medical writers can incorporate various conceptual frameworks and models. Commonly used frameworks to develop CME/CE activities include the plando-study-act cycle, Bloom’s taxonomy, and Moore’s levels. Medical writers can use these frameworks and models to help create learning experiences that are engaging and learner-centered, resulting in changed clinical behavior and improved patient outcomes.
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