Organizzare la formazione sul campo. Metodi, modelli ed esperienze

Amelia Marzano, Giuseppe Parisi

Abstract


Introduction. CME has the aim of providing the best possible health care for patients and it is based predominately on lectures or oral presentations; however many studies have demonstrated gaps between real and ideal performance suggesting a lack of effect of CME, at least in its formal methods. Interactive techniques have increased potential for positively changing practice and, on occasion, outcome of patients. We describe a learning methodology which could be named “Workplace-based learning” and particularly the so called “Improvement group” which seems particularly useful in healthcare where changing practice is often necessary for better outcomes.
Contribution. The CME provider in the province of Trento uses workplace-based learning and “Improvement group” methodology since 2005. This form includes activities and strategies which tend, though still rigorously monitored, to be more under the control of the learner, it offers opportunities to reflect on the work, and involves learner and teams who are not considered merely recipients of information anymore, thus more aptly producing relevant knowledge and new solutions to problems. New suggestions for CME providers in order to enrich their toolbox about medical education are offered.
Conclusions. The high numbers of projects prove that workplace-based learning is feasible; it is also good in method and quality, even if projects were partly left in the hands of workers unspecialized in teaching and learning.
Nevertheless the authors don’t want to promote workplace-based learning as unique; the suggestion is to use it next to the other forms, each with its own specificity.


Keywords


Medical education; CME; workplace-based learning; improvement group; practice change; evaluation

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DOI: http://dx.doi.org/10.14601/Tutor-21151




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