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Editorial |

Gap-Based Education, Changing Competence, and Dermatology Simulation A Glimpse at the Future of CME

Erik J. Stratman, MD
Arch Dermatol. 2010;146(10):1157-1160. doi:10.1001/archdermatol.2010.273.
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In this issue of the Archives, Robinson et al1 describe a simulation module using artificial skin lesion moulages that compare student diagnoses of suspect acral lesions in non-Hispanic white and black patients. In doing so, the authors provide readers with a glimpse of continuing medical education (CME) of the future.

In 2006, the Accreditation Council for Continuing Medical Education (ACCME),2 the credentialing body for CME in the United States, published new criteria for CME providers. The new requirements were instituted, in part, to address the ineffectiveness of most of the current CME programming at measurably changing physician behavior. Traditional lecture-based CME, while reportedly satisfying most physicians, has very little effect on physician performance or patient health outcomes3 despite its high costs—in 2008, the ACCME4,5 estimates that $2.37 billion was spent on CME in the United States, or approximately $3600 per US physician!

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The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
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