title: Associations between teaching effectiveness scores and characteristics of presentations in hospital medicine continuing education.
abstract: BACKGROUND
  There is little research regarding characteristics of effective continuing medical education (CME) presentations in hospital medicine (HM). Therefore, we sought to identify associations between validated CME teaching effectiveness scores and characteristics of CME presentations in the field of HM.
  
  
  METHODS
  This was a cross-sectional study of participants and didactic presentations from a national HM CME course in 2014.
  
  
  METHODS
  Participants provided CME teaching effectiveness (CMETE) ratings using an instrument with known validity evidence. Overall CMETE scores (5-point scale: 1 = strongly disagree; 5 = strongly agree) were averaged for each presentation, and associations between scores and presentation characteristics were determined using the Kruskal-Wallis test. The threshold for statistical significance was set at P < 0.05.
  
  
  RESULTS
  A total of 277 out of 368 participants (75.3%) completed evaluations for the 32 presentations. CMETE scores (mean [standard deviation]) were significantly associated with the use of audience response (4.64 [0.16]) versus no audience response (4.49 [0.16]; P = 0.01), longer presentations (≥30 minutes: 4.67 [0.13] vs <30 minutes: 4.51 [0.18]; P = 0.02), and larger number of slides (≥50: 4.66 [0.17] vs <50: 4.55 [0.17]; P = 0.04). There were no significant associations between CMETE scores and use of clinical cases, defined goals, or summary slides.
  
  
  CONCLUSIONS
  To our knowledge, this is the first study regarding associations between validated teaching effectiveness scores and characteristics of effective CME presentations in HM. Our findings, which support previous research in other fields, indicate that CME presentations may be improved by increasing interactivity through the use of audience response systems and allowing longer presentations.
authors.affiliation: Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, Minnesota.
authors.forename: John T
authors.initials: JT
authors.lastname: Ratelle
authors.affiliation: Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, Minnesota.
authors.forename: Christopher M
authors.initials: CM
authors.lastname: Wittich
authors.affiliation: Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, Minnesota.
authors.forename: Roger C
authors.initials: RC
authors.lastname: Yu
authors.affiliation: Division of Hospital Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, Minnesota.
authors.forename: James S
authors.initials: JS
authors.lastname: Newman
authors.affiliation: Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota.
authors.forename: Sarah M
authors.initials: SM
authors.lastname: Jenkins
authors.affiliation: Division of General Internal Medicine, Department of Medicine, Mayo Clinic, Rochester, Minnesota.
authors.forename: Thomas J
authors.initials: TJ
authors.lastname: Beckman
mesh_terms: D000328:Adult; D000368:Aged; D003430:Cross-Sectional Studies; D004502:Education, Medical, Continuing; D005260:Female; D064416:Hospital Medicine / Q000193:education*; D006801:Humans; D008297:Male; D008875:Middle Aged; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D013997:Time Factors; D055815:Young Adult