OUTCOMES

Measurement and evaluation plans are a central component of Focus Medical Communications' educational efforts. Outcomes from our programs not only help assess the effectiveness of implemented programs but also help guide future educational efforts. Our assessments, often carried out with leading medical education assessment partners, utilize a hierarchal approach from the principles developed by Donald E. Moore, Jr, PhD, Joseph Green, PhD, et al.1

For each initiative, Focus, in collaboration with its educational partners and faculty advisors, designs specific assessment to provide valuable, cost-effective feedback to educational stakeholders.

PRE/POST COMPARISONS

We provide a series of questions to the participant before the educational offering to test their existing knowledge of the subject. We then present the same questions after completion to see what they have learned.

AUDIENCE RESPONSE SYSTEM (ARS)

ARS is a tool used to create interactivity between a presenter and the audience. It utilizes software and wireless devices to conduct polls and
surveys on the information that was presented. The speaker will present a multiple choice question to which the audience will use a wireless device (most commonly a remote) to provide their answer. The system then collects the data and presents it to the audience.

45 DAY FOLLOW-UP

Similar to the post comparison, the 45 day follow up is sent to each participant 45 days after the initial educational event. They are to complete the questionnaire to assess how much information they have retained.

SURVEY

Focus creates and releases surveys periodically to our participant base to discover how satisfied they are with how the information is presented. We then take those results and use them to shape how we educate in the future. Survey questions of this nature are also included in our CME accreditation kits.

Moore DE Jr, Green JS, Gallis HA. Achieving desired results and improved outcomes: integrating planning and assessment throughout learning activities. J Contin Educ Health Prof. 2009 Winter;29(1):1-15.