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Integrating an Effective CME Presence into the Academic Medical Center

Academic CME Survey

The 2014 update of the Continuing Education and Improvement Section of the Group on Educational Affairs (GEA) and the AAMC Medical Education Cluster.

Background

Many new medical schools, branch campuses, and expanding community-based teaching sites of existing schools place the education of students and residents in community settings as a major focus. The necessary reliance on volunteer teachers rather than full-time faculty, however, generates challenges related to the consistency and quality of teaching as well as the level of commitment of busy volunteer clinicians. To address these issues, medical schools must ensure that community-based preceptors are capable of effectively educating students and residents on evidence-based clinical practice and need to recognize the learning on the part of the faculty that takes place as a result of their active and enthusiastic participation in advancing the academic mission.

Deployment of interventions to address the competency and performance gaps of community-based preceptors represents an ideal opportunity for medical school continuing professional development units to help advance that mission.

Advantages

  • For faculty:
    Learning from Teaching awards AMA PRA Category 1 Credit™ for teaching activity when accompanied by documented learning—with no limit on the number of credits attainable yearly.
  • For CME providers:
    Learning from Teaching is a tool to engage colleagues in UME and GME, in addition to offering a new programmatic activity for your faculty.
  • For UME and GME leaders, staff, and colleagues:
    Learning from Teaching offers a means to acknowledge the learning and participation of your faulty members — many of which contribute at no cost to the health system or the medical school.