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SUGGESTED GOALS AND OBJECTIVES FOR 1980-85 Division of Continuing Medical Education University o f Alabama School o f Medicine .. . -GOAL: Integrate CME more closely with medical education i n 'the School of Medicine, University o f Alabama, Huntsville, Tuscaloosa, and Birmingham. ( 1 ) Bring techniques of l i f e long learning t o undergraduate and graduate (2)Bring practice problems t o medical college faculty. (3)Bring medical college facul tyto practi timers. ( 4 ) Achieve recognition o f CME as p a r t of Continuum of medical education for physician Competence i n practice. (5) Define and refine relationships o f CME t o competence of practitioners. (6) Develop a Department o f CME involving the three schools with a line item budget. -G OAL : Identify, define and develop what the School o f Medicine, University of Alabama can do better,or perhaps only they can doin CME for the physician i n Alabama and regional states. (1) Develop core o f medical knowledge basic toall practicing physicians with ( 2 ) Develop curriculum approaches t o reach physicians throughout the regional area. (3) Develop medical knowledge resource potential f o r graduates of the University o f Alabama School of Medicine i n CME.
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i CME TEACHING AT SCHOOL OF MEDICINE . - GOAL: Integrate CME teaching with other Medical School teaching at under - ( 1 ) Comningle undergraduate, resident, a n d practitioner teaching. (2)In still principles o f adult education (life long learning) atall levels. ( 3 ) Develop interdisciplinary interspecialty CME programs. (4) Link new knowledge t o practice problems. ( 5 ) Create CME environments where patient care and learning occur concomitantly including adequate conference centers. CME RESEARCH IN MEDICAL COLLEGES -GOAL: Promote research i n the field of CME a t ” the University of Alabama, ( 1 ) Identify questions, issues and problems, a n d develop research protocols (2)Bring resources o f School o f Medicine and their branch campus’ t o bear upon (3) Learn more about the universe o f practitioners - how well they are performing individually and collectively. (4) Learn more about the epidemiology o f practice problems. (5) Determine the applicability o f adult education methods to that special , highly trained subspecies o f adult learner - the practicing physician. (6) Provide funding for CME research. -GOAL: Seek t o improve the position of CME i n the priorities of medical school faculties and administration, and strengthen the position of medical school of CME as an educational resource f o r practicing physicians.
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(1) Gain institutional recognition of faculty participation i n medical school Continuing Medical Education. ( 2 ) Establish University of Alabama, School of Medicine, Continuing Medical Education, a s the primary C.M.E.- interest of faculty who are salaried full, part-time, and volunteer by the medical school. (3) Seek core faculty and staff support for CME. ( 4 ) Identify and develop programs which take advantage of the special resources o f the School of Medicine and institution at large through sharing and other mechanisms. ( 5 ) Improve the financial base of CME i n t h e School of Medicine from both internal and external sources without compromising the standards o r integrity of the colleges or the programs. UNIVERSITY OF ALABAMA, SCHOOL OF MEDICINE INTERCAMPUS COOPERATION IN CME -GOAL: CME must become a focus and a forum f o r cooperation and coordination of the activities of the medical school system wherever this i s (1)Joint efforts among medical school campus' i n areas such as programing. promotional arrangements, research, reducing costs, and satellite programs. (2) Exchange o f information concerning successes ,failures,etc. (3) Develop state and regional systems o f CME. ( 4 ) Master calendar or clearinghouse t o be accessed by telephone. ( 5 ) Record keeping f o r faculty. -GOAL: The School of Med cine, University of Alabama, D i v i s Medical Education should become recognized leader I n on of Continuing the field of CME
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iwith influence both within the medical school and upon the development of this segment of medical education i n the nation and t o selected (1) Identify and assist those faculty with interest and potential fo; ‘leadership. (2) Work toward a unified system o f CME credit with “reciprocity” among various medical schools i n Alabama, state medical association, specialty societies,etc. NBME f o r the University Medical Center, Medical School branch campus‘s, and the State profressional agencies a t large.
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{ As we approach the decade o f 1980's, it is important that medical education a t the University of Alabama, School of Medicine, remains i n the mainstream of performance i n comprehensive medical education. continuing education to a foster child position as apart of medical education i n the School of Medicine isa fallacy and obsolescent point of view. To continue t o omit o r 'to subjugate CME, the newest branch o f recognized education, i s now a 3-4 million dollar a year i s presently somewhat obscure - since it i s similar t o medical school education prior to the Flexner Report when there were literally hundreds of medical schools throughout the U.S. teaching medicine, many for profit motives. Report more than half o f these schools were closed because they could not meet minimal standards for undergraduate medical education. that in the decade of the twenties through the fifties - graduation from medical Itis being done by everyone for profit. The question of quality Following the Flexner However, one result was I school and passing State Boards gave an individual a license t o practice for the rest of his/her life. While itis true there were those sho spent their lifetime studying infectious diseases such as tuberculosis, there were few,if any,minimal national standards There were few who specialized with Board qualification. for a specialist, although many considered themselves as such. During the past 30 years the proliferation knowledge and minimal standards have been established for the medical speciality and speciality board requirements were established to set minimum requirements. Again, once an individual passed their Board certification it became a license for them t o practice the, remainder of their live. Nothing remains static and as new knowledge was gained i n the fifties through seventies I t has become apparent that even those individuals with Boards could by the public, medical profession, and government agencies. of residencies has occurred as new a Indeed, the theory of competence i n practice became questionable
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f competence has not been defined t o meet everyones purpose, i t has been emphasized t o include knowledge, abilities (such as communication and management skills, technical skills,self discipline, work habits and professional attitudes) and clinical judgment. and important knowledge and skills at the right time as judged by thk individual performing them and their peers, The latter means the capacity t o apply 'the appropriate CMEis the interface of academic and physician competence i n practice. can bring practice problems and practice experience t o the School o f Medicine as well as scientific progress from academic t o medical practice. Facts are not statis - and i n the U.S. the medical schools have been percieved as the primary keeper of medical knowledge. the integrity and accuracy of the subject matter. arbeiter s of what is new and should be incorporated into practice, what remains valid and should be reinforced, and what has become obsolete and should be discarded. They are publically responsible fur Medical school faculty are the cal schools faculty are the custodians of currency i n medical knowledge. :a1 Centers encompass most o f the academic disciplines o f medicine and have access t o related disciplines such as basic sciences, o sci al, behavioral, economic, management, social and behavioral sciences, information processing and comnunication technology. Medical knowledge i n academic centers must therefore relate to competence in patient Medical Center faculty should be able to relate at each level o f medical education. A t the undergraduate level, the frame of reference i s the whole of medical science and a breath o f knowledge i s sought. Graduate or residency teaching focuses on skills, knowledge, and atti tudes toward understanding and performing the skills required In a speciality o r subspeciality and the emphasis 4 s more < n depth and detail.
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(. A t the practioner level, effective teaching relates more t o specific practice problems with patients a n d CME ittempts t o link these three levels of teaching and relate.thern t o physician competence t o the extent practicable. Medical Center faculty are the primary source for CME andof the knowledge skills and expertise t o be communicated through CME, whatever may be the auspicies o r instruments o f his comnunication. Medical Center CME i s generally low in priorities of faculty, administration, and governing boards. and effort devoted t o CME and funding for this academic effort,with the result This i s true for both academic recognition o f faculty time t h a t the School of Medicine and the Medical Center a r e not performing as well as they could or should in this large area o f education; a . faculty are underutilized i n teaching, particularly i n regards t o age facilities are poorly utilized in regards t o time, which increases energy requi rements, and adds to expence, those requiring the educational competencies are n o t receiving i t from the School of Medicine i n the State of Alabama.