Organizational Change, Leadership, and the Transformation of Continuing Professional Development: Lessons Learned From the American College of Cardiology JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS Beliveau, M. E., Warnes, C. A., Harrington, R. A., Nishimura, R. A., O'Gara, P. T., Sibley, J. B., Oetgen, W. J. 2015; 35 (3): 201-210


There is a need for a transformational change in clinical education. In postgraduate medical education we have traditionally had a faculty-centric model. That is, faculty knew what needed to be taught and who were the best teachers to teach it. They built the agenda, and worked with staff to follow Accreditation Council for Continuing Medical Education (ACCME) accreditation criteria and manage logistics. Changes in the health care marketplace now demand a learner-centric model-one that embraces needs assessments, identification of practice gaps relative to competency, development of learning objectives, contemporary adult learning theory, novel delivery systems, and measurable outcomes. This article provides a case study of one medical specialty society's efforts to respond to this demand.

View details for DOI 10.1002/chp.21301

View details for Web of Science ID 000363878600007

View details for PubMedID 26378426