In part four of our ongoing series “Advancing Continuing Medical Education: Reflecting on the Past and Charting a Path Forward,” we shift focus to outcomes measurement as an integrated part of the educational design, identifying the current state of outcomes reporting and looking to the future.

Researchers created a mechanistic model to support deliberate continuing professional development (CPD) program development, coordination and evaluation by charting the causal relationships behind program outcomes. 

Researchers administered multiple-choice tests before and after a didactic seminar to assess family medicine anesthesia residents' and students' knowledge of preoperative evaluation.

An interprofessional, hospital-based teaching certificate program based on experiential learning and reflective practice sought to incorporate new knowledge into the teaching practice of healthcare professionals with little to no formal education training.

Due to nonspecific symptoms and overlapping seasonality, primary and urgent care providers are particularly challenged to differentiate influenza (flu) infection from COVID-19. Because antiviral therapies must be administered within the first few days of infection, education was needed for frontline providers to improve differential diagnosis and management, particularly for patients at high risk of severe complications due to flu infection.