BackgroundEffective needs assessment is fundamental to successful program planning for accredited continuing medical education (CME).1,2 A pilot study conducted by members of the American Medical Writers Association in 2011 revealed wide variability among needs assessments written to support requests for commercial support. The co-investigators conducted a nationwide research study in 2014. The purpose of our study was to determine best practices for writing and editing needs assessments, especially with regard to gathering and presenting evidence of practice gaps.

MethodsA mixed-methods research protocol was followed. Quantitative data were gathered via online survey. Qualitative data were gathered via an in-person focus group and a virtual focus group. Participants were recruited via social media. Survey data were analyzed using percentages. A written synopsis of the dinner focus group was prepared.

• Survey dates: September 3-19, 2014Promoted via

LinkedIn (Alliance and AMWA groups)Twitter (followers of @CME_Scout,

@BELS_Editors, and @RuwaidaVakil)AMWA monthly member email and online

forumsAlliance member email N=110 responses, 6 responses from people

who never wrote an NA (filtered out), 1 person had no responses therefore final N=103

• Google hangout in October 2014 n=2• Dinner/focus group in November

2014 n=3

Results (N = 103)Q1: How long has it been since you wrote your first CME needs assessment?

Results, cont’d.Q2: Over the past 6 months, roughly how many days per week did you spend writing CME needs assessments?

Q3: In the past 6 months, did you write CME needs assessments as a staff employee or as a freelancer?

Q4: Which one of the following best describes how you write needs assessments?

Q5: What sources of information do you use when identifying professional practice gaps? (Select all that apply.)

DiscussionWriting and editing CME needs assessments can be challenging because there is currently no universally accepted format or peer-reviewed guideline. Survey results show that the medical literature review remains the primary source of evidence upon which today’s NAs are based, followed by evaluation reports from participants in previous activities, and surveys of practice patterns among clinicians. Focus group discussions indicate today’s lit reviews are shorter and more concise than in previous years. Many, but not all, NAs contain charts showing alignment of learning objectives, practice gaps, and other key components.

Study Limitations1. We had no way to break out NAs written for commercial support versus other purposes (academic, government, hospitals, etc).2. We did not have a random sample of writers• Survey was biased toward members

of investigators’ professional networks

• Dinner focus group was biased toward residents of Philadelphia area

• Google Hangout was biased toward tech-savvy writers

Future ResearchA second survey aimed at further defining best practices for gathering and presenting evidence is planned for Sept. 14 to Oct. 9, 2015. All participants will receive raw results. To participate, follow @CME_Scout or @RuwaidaVakil on Twitter or Nathalie Turner, MS, ELS on LinkedIn. A synopsis of the 2014 focus group proceedings may be requested from don@hartingcom.com.

References1. Queeney D. Assessing Needs in Continuing

Education. San Francisco, CA: Jossey-Bass; 1995.2. ACCME website. Accreditation Criteria. Available

at: http://www.accme.org/sites/default/files/626_20140626_Accreditation_Requirements_Document.pdf. Accessed July 17, 2015.

AcknowledgementsThe co-investigators wish to thank the American Medical Writers Association and the Alliance for Continuing Education in the Health Professions for help promoting the survey.

Results, cont’d.Q6: How do you formulate learning objectives? (Select all that apply.)

Q7: What type of graphics, if any, do you include in a typical needs assessment? (Select all that apply.)

Q8: Which types of data would your clients, or employer, consider essential for inclusion in a first-rate NA? (Choose top 3.)

Q9: Are the needs assessments you write typically used for accredited educational activities or for non-accredited educational activities? (Choose best answer.)

Survey of Best Practices for Writing and Editing CME Needs AssessmentsDonald Harting1 MA, ELS, CHCP and Ruwaida Vakil,2 MS

1Harting Communications LLC and 2ProMed Write LLC

> 5 years5 years4 years3 years2 years1 year

<1 yearNever

0 10 20 30 40 50 6052.4

14.5

3.9

5.8

7.8

1.9

13.6

Percent

None<1

1 day2 days3 days4 days

≥ 5

0 5 10 15 20 25 30 35 4012

36

1716

96

4Percent

FreelancerEmployee

Not applicableSome of each

0 10 20 30 40 50 60

48

35.3

10.8

5.9

Percent

Template I developed myselfTemplate provided by client

I develop every NA from scratch

Template from employerOther method

Other template

0 5 10 15 20 25 3028.2

27.2

21.4

13.6

7.8

1.9

Percent

Medical literature search

Clinical practice guidelines

Interview(s) with expert(s)

Practitioner survey

Survey of experts

Other

0 10 20 30 40 50 60 70 80 90 100

98.1

94.2

72.8

33

24.3

22.3

Percent

Look at both professional gaps and need for education

Look at professional gaps

Other

0 20 40 60 80 100

87.4

21.4

20.4

14.6

4.9

Percent

Chart showing alignment of gaps, objectives, and outcomes

No charts, tables, or graphs

Chart showing results of clinician survey

Table showing desired outcomes versus Moore's levels

Table showing statistical effect sizes

Table showing clinical trials

0 10 20 30 40 50 60

48.5

34

28.2

24.3

22.3

17.5

Percent

Medical lit review

Clinician surveys

Basic epidemiology

Outcomes data

Chart audit with PI data

0 10 20 30 40 50 60 70 80 9085.7

61.9

52.447.6

38.1

33.3

23.8

19

19

14.3

Percent

AccreditedBoth

Not sureNon-accredited

0 10 20 30 40 50 60 70 80 9082.5

9.7

4.9

2.9

Percent