The influence of double-credit evidence-based continuing medical education on presenters and learners.
BACKGROUND
Medical specialties are adopting methods to improve continuing medical education (CME). A "double credit" option, sponsored by the American Academy of Family Physicians, is now available for presentations submitted and approved as evidence based (EB).


OBJECTIVE
To compare usual and double-credit CME presentations to determine differences in preparation resources and time, and to compare conference attendees' satisfaction. Those not submitting double-credit applications were asked about perceived barriers.


METHODS
Three pretested, written surveys were administered at a 2.5 day CME conference held annually in Southeastern Wisconsin. Subjects were 38 presenters and 172 attendees, mostly primary care physicians.


RESULTS
Twelve presentations were approved for double-credit; these presenters used a greater percentage of on-line EB resources to prepare their talks (64% versus 23%), and preparation required an additional 4.75 hours on average. Over 90% of attendees perceived greater conference quality due to the EB emphasis. Top barriers to double-credit EB applications were time limits and perceptions that topics were inappropriate.


CONCLUSIONS
Double-credit presenters use a greater percentage of EB resources, while their counterparts used more professional experience to prepare CME presentations. Attendees reported improved quality and value with increased EB CME. Time is a perceived and real factor in preparing double-credit applications.
Lawrence
Steven L
SL
Department of Family and Community Medicine, Medical College of Wisconsin, Milwaukee, Wis., USA.
Morzinski
Jeffrey A
JA
Radjenovich
Mary Ellen
ME
D000704:Analysis of Variance; D004502:Education, Medical, Continuing; D004521:Educational Measurement; D019317:Evidence-Based Medicine; D006801:Humans; D013044:Specialty Boards; D014922:Wisconsin