title: Changing physician performance. A systematic review of the effect of continuing medical education strategies.
abstract: OBJECTIVE
  To review the literature relating to the effectiveness of education strategies designed to change physician performance and health care outcomes.
  
  
  METHODS
  We searched MEDLINE, ERIC, NTIS, the Research and Development Resource Base in Continuing Medical Education, and other relevant data sources from 1975 to 1994, using continuing medical education (CME) and related terms as keywords. We manually searched journals and the bibliographies of other review articles and called on the opinions of recognized experts.
  
  
  METHODS
  We reviewed studies that met the following criteria: randomized controlled trials of education strategies or interventions that objectively assessed physician performance and/or health care outcomes. These intervention strategies included (alone and in combination) educational materials, formal CME activities, outreach visits such as academic detailing, opinion leaders, patient-mediated strategies, audit with feedback, and reminders. Studies were selected only if more than 50% of the subjects were either practicing physicians or medical residents.
  
  
  METHODS
  We extracted the specialty of the physicians targeted by the interventions and the clinical domain and setting of the trial. We also determined the details of the educational intervention, the extent to which needs or barriers to change had been ascertained prior to the intervention, and the main outcome measure(s).
  
  
  RESULTS
  We found 99 trials, containing 160 interventions, that met our criteria. Almost two thirds of the interventions (101 of 160) displayed an improvement in at least one major outcome measure: 70% demonstrated a change in physician performance, and 48% of interventions aimed at health care outcomes produced a positive change. Effective change strategies included reminders, patient-mediated interventions, outreach visits, opinion leaders, and multifaceted activities. Audit with feedback and educational materials were less effective, and formal CME conferences or activities, without enabling or practice-reinforcing strategies, had relatively little impact.
  
  
  CONCLUSIONS
  Widely used CME delivery methods such as conferences have little direct impact on improving professional practice. More effective methods such as systematic practice-based interventions and outreach visits are seldom used by CME providers.
authors.affiliation: Faculty of Medicine, University of Toronto, Ontario, Canada.
authors.forename: D A
authors.initials: DA
authors.lastname: Davis
authors.forename: M A
authors.initials: MA
authors.lastname: Thomson
authors.forename: A D
authors.initials: AD
authors.lastname: Oxman
authors.forename: R B
authors.initials: RB
authors.lastname: Haynes
mesh_terms: D003657:Decision Making; D004502:Education, Medical, Continuing / Q000592:standards*; D017063:Outcome Assessment, Health Care; D010818:Practice Patterns, Physicians' / Q000639:trends*; D015397:Program Evaluation; D011787:Quality of Health Care / Q000639:trends*; D014481:United States