Expanded outcomes framework for effective cme - the way forward for Pakistan

Continuing Medical Education [CME] providers recognize the importance to plan educational activities that focus to improving and assessing knowledge, competency and performance outcomes rather than on attendance and satisfaction. This perspective proposes using an expanded outcomes framework for planning and assessing CME. The expanded outcomes framework supports backward planning, that starts with the population health outcomes [level 7] and moves backward, to providing continuing education for physicians that may result in improved outcomes. We the authors recognize the complexity of this framework, the recently evolved CME system in Pakistan, and the limited resources; and therefore, we suggest that planning and assessment should begin at level 3, physician knowledge. Thus, be mindful of the end and the scope of this framework that is associated and leads toward the improvement of population health outcomes

How does self-efficacy affect performance of learner?

All types of attribution based on which learners make their judgement [i.e., self efficacy], about academic success or failure or about a specific task usually affect their performance and their capabilities to deal with different realities.[1] It is perhaps the most distinctive capability of self reflection. Many of the cognitive theorists have defined it as a meta-cognitive capability. This judgement influence learners choose what to do, how much effort to be invested in the activity, how long to carry the phase of disappointment, and whether to approach the task anxiously or with assurance [2]

Continuing medical education and pharmaceutical industry

Continuing medical education providers' [academia] and industrial relationship is drawing attention all over the world. To date, there are no national commercial support guidelines available in Pakistan to properly regulate cooperation between the two distinct entities. However, the fact is that the future of all continuing medical education depends on pharmaceutical support and the providers are heavily dependent on the pharmaceutical industry to remain in action. It should always be remembered that medical education and profession is regarded as a moral of enterprise based on a blind faith between the physician and the patient. The funding support by the industry should not bind or influence physician's prescription for any reason. To be trusted, medicine must be free of all such dependency; it should be accountable only to the society it serves and to its own professional standards