THE IMPACT OF CME ON PHYSICIAN PERFORMANCE, KNOWLEDGE AND PATIENT CARE

Abstract

The purpose of this study was to compare two educational processes (traditional didactic lecture and case study format) to determine their impact on physician knowledge, performance, and patient care.

METHODOLOGY: One hour traditional didactic lectures(TDL)or case presentations(CP) were presented. Topics included headaches and behavior problems(TDL), and enuresis and sleep disorders(CP). Multiple choice questions were administered pre, post, and six to nine months post educational session. Twenty-three pediatricians participated in the study. A simulated mother/child presented to each office within the year with a diagnosis featured at a CME session. Post office visit, mothers completed checklists to document physician behavior. Patient records were rated as to the appropriateness of the diagnosis and plan.

RESULTS: Following instruction, 44% of the pediatricians showed a gain in their knowledge, with no difference between those attending TDL and CP. Six to nine months after instruction,26% attending TDL and 25% in CP increased their cognitive knowledge, 42% TDL and 38% CP performed at a lower level. Physicians' records revealed that the accuracy of the diagnosis among the CP (79%) and TDL(78%) groups was similar. More pediatricians (80%) attending a CP session recorded a plan for their patients than did those (38%) attending TDL(chi-square=6.39:p < .02).

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