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医療教育:CME (医師への生涯教育) の革新による患者転帰の改善

Medical Education: Inovating CME to Improve Patient Outcomes

発行 Cutting Edge Information 商品コード 261915
出版日 ページ情報 英文 193 Pages
納期: 即日から翌営業日
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医療教育:CME (医師への生涯教育) の革新による患者転帰の改善 Medical Education: Inovating CME to Improve Patient Outcomes
出版日: 2016年11月28日 ページ情報: 英文 193 Pages
概要

当レポートでは、医療の質を常に最善のものに維持するための医師への生涯教育 (CME) について調査し、IME (Independent Medical Education) 助成による各種研修や企業主催の未認可研修の動向、講演者の選定・採用・トレーニングに関する動向などをまとめています。

目次

  • エグゼクティブサマリー
  • 医学教育:成功のための主な提言
    • 製品ライフサイクル全体における研修数の平均的割合:製品タイプ別
    • 研修の材料の検証・プランニングに費やす平均時間
    • CME資金をもっとも頻繁に提供する組織タイプ
  • 本書について
  • 医学教育の構造・人材・動向
    • 医学教育の動向に関するエグゼクティブの展望
  • 医学教育チームの構造
    • 医学教育の意思決定構造:企業規模別
    • 調査対象の医学教育チームの任務
    • サポート製品数:世界
    • サポート製品数:米国
    • サポート製品数:国別
  • 医学教育の人材・人数
    • 医学教育のFTE:世界
    • 医学教育のFTE:米国
    • 医学教育のFTE:国別
    • 給与・オーバーヘッドコスト:世界
    • 給与・オーバーヘッドコスト:米国
    • 給与・オーバーヘッドコスト:国別
  • 医学教育の動向
    • 有効な学習アプローチの例
  • 医学教育の価値の提供
  • IME助成:高品質で独立した医療プログラムを提供するためのサードパーティプロバイダーへの資金提供
  • 医学教育資金の供給頻度の拡大
    • CME助成件数:世界
    • CME助成件額:世界
    • 1件の平均助成額:世界、など
  • 助成の受領・承認プロセスを合理化する医学教育構造の構築
    • 一般的な製品のライフサイクル全体におけるCME助成の提供数と割合
  • 有資格CMEプロバイダーを探す際のプログラムコストと期待する医療成果とのバランス
  • ライブ・遠隔CME研修への助成
    • 各種タイプの研修へのCME助成の割合:世界
    • 各種タイプの研修へのCME助成の割合:米国
    • 各種タイプの研修へのCME助成の割合:国別
    • 小規模対面CME研修:世界・米国
    • 中規模対面CME研修:世界・米国
    • 大規模対面CME研修:世界・米国
    • オンラインCME研修:世界・米国
    • 各種CME研修:国別
  • 未認可の企業による医学教育
  • 医療提供者と患者のニーズを満たす教育研修とサポート製品
    • 未認可医療研修の各種タイプ:企業規模別
    • 未認可医療研修の各種タイプ:製品タイプ別
    • 未認可研修数:製品タイプ別:2015
    • 小規模対面未認可研修数:ブロックバスター製品
    • 小規模対面未認可研修数:一般的製品
    • 小規模対面未認可研修数:ニッチ/レア製品
    • 中規模対面未認可研修数:ブロックバスター製品
    • 中規模対面未認可研修数:一般的製品
    • 中規模対面未認可研修数:ニッチ/レア製品
    • 大規模対面未認可研修数:ブロックバスター製品
    • 大規模対面未認可研修数:一般的製品
    • 大規模対面未認可研修数:ニッチ/レア製品
    • オンライン片方向未認可研修数:ブロックバスター製品
    • オンライン片方向未認可研修数:一般的・ニッチ/レア製品
    • オンラインインタラクティブ未認可研修数:ブロックバスター製品
    • オンラインインタラクティブ未認可研修数:一般的製品
    • オンラインインタラクティブ未認可研修数:ニッチ/レア製品
    • 一般的製品のライフサイクル全体における未認可研修数・割合
    • 参加者一人当たりの平均コスト:対面研修
    • 参加者一人当たりの最大交通費・宿泊費:対面研修数、など
  • 研修参加者の招待
  • 研修のプランニング
    • プランニング時間:小規模対面研修
    • プランニング時間:中規模対面研修
    • プランニング時間:大規模対面研修
    • プランニング時間:オンライン片方向研修
    • プランニング時間:オンラインインタラクティブ研修、など
  • 講演者の選定・採用・トレーニング
  • 医学教育講演者
  • 講演者の採用
  • 講演者のトレーニング

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目次
Product Code: PH224

EXECUTIVE SUMMARY

Medical education - both company-driven and independent medical education grants - is necessary for helping the healthcare community keep up with the latest innovations in treatment options, mechanisms of action and patient care. This report provides medical education benchmarks, best practices and trends for teams striving to improve their medical education methods.

Four main areas of medical education are discussed in this report:

  • Unaccredited, company-driven medical education
  • Independent medical education (IME) grants
  • Speaker recruitment
  • Speaker training

Given US regulations, surveyed US teams sitting under medical affairs do not conduct company-driven medical education. However, global or ex-US medical education teams are often responsible for both company-driven and independent medical education.

IME events and company-driven events may occur in different formats - e.g., small in-person events or online programs - and may take place during different stages of a product's lifecycle. Whether the related product is niche, blockbuster or common may play a role in the number and type of events surveyed teams conduct or fund.

For teams funding IME, selecting a continuing medical education (CME) provider and maintaining distance from the event's organization can be challenging. For companydriven medical education, however, a team's challenges may revolve around selecting the best-fit speakers and inviting the right number of people to reach participation goals. Of note, many teams are moving toward utilizing more internal company speakers at events in lieu of external experts.

Finally, teams are advancing medical education as a whole by creating methods and plans to increase knowledge uptake and practice change. This report highlights ways for medical education teams to improve medical education outcomes, demonstrate value and elevate patient care.

SAMPLES

Table of Contents

Executive Summary

Medical Education: Key Recommendations for Success

  • Figure E.1: Average Percentage of Medical Education Events for a Typical Product Throughout Its Lifecycle, by Product Type
  • Figure E.2: Average Number of Hours Spent Reviewing Materials and Planning an Event
  • Figure E.3: Type of Organization to Which Teams Most Frequently Provide CME Funding

About This Report

Medical Education Structure, Staffing and Trends

  • Figure 1.1: Executives' Perspectives on Medical Education Trends

Medical Education Team Structure

  • Figure 1.2: Portion of Company's Portfolio for Which Surveyed Teams Are Responsible, by Team Region
  • Figure 1.3: Medical Education Decision-Making Structure, by Company Size
  • Figure 1.4: Surveyed Medical Education Team Responsibilities, by Team Region
  • Figure 1.5: Function Responsible for Activities Not Conducted by Surveyed Teams: US Teams
  • Figure 1.6: Year-Over-Year Change in Total Number of Supported Products for Medical Education Teams
  • Figure 1.7: Average Percentage of Supported Products That Are Marketed and Investigational: 2015
  • Figure 1.8: Number of Supported Products: Global Teams, 2014
  • Figure 1.9: Number of Supported Products: Global Teams, 2015
  • Figure 1.10: Number of Supported Products: Global Teams, 2016
  • Figure 1.11: Number of Supported Products: US Teams, 2014
  • Figure 1.12: Number of Supported Products: US Teams, 2015
  • Figure 1.13: Number of Supported Products: US Teams, 2016
  • Figure 1.14: Number of Supported Products: Country-Level Teams, 2014
  • Figure 1.15: Number of Supported Products: Country-Level Teams, 2015
  • Figure 1.16: Number of Supported Products: Country-Level Teams, 2016

Medical Education Staffing and Overhead

  • Figure 1.17: Year-Over-Year Change in Total Number of FTEs for Medical Education Teams
  • Figure 1.18: Number of Medical Education FTEs: Global Teams, 2014
  • Figure 1.19: Number of Medical Education FTEs: Global Teams, 2015
  • Figure 1.20: Number of Medical Education FTEs: Global Teams, 2016
  • Figure 1.21: Number of Medical Education FTEs: US Teams, 2014
  • Figure 1.22: Number of Medical Education FTEs: US Teams, 2015
  • Figure 1.23: Number of Medical Education FTEs: US Teams, 2016
  • Figure 1.24: Number of Medical Education FTEs: Country-Level Teams, 2014
  • Figure 1.25: Number of Medical Education FTEs: Country-Level Teams, 2015
  • Figure 1.26: Number of Medical Education FTEs: Country-Level Teams, 2016
  • Figure 1.27: Salaries and Overhead Costs for Medical Education Teams, by Year: Global Teams
  • Figure 1.28: Salaries and Overhead Costs for Medical Education Teams, by Year: US Teams
  • Figure 1.29: Salaries and Overhead Costs for Medical Education Teams, by Year: Country-Level Teams

Medical Education Trends

  • Figure 1.30: Example of an Effective Approach to Learning

Proving Medical Education Value

  • Figure 1.31: Methods Used to Prove the Value of Unaccredited Medical Education Events, by Team Region
  • Figure 1.32: Range and Average Ratings of Methods Used to Prove the Value of Unaccredited Medical Education Events
  • Figure 1.33: Stage When Teams Survey Event Participants About Changes in Behavior
  • Figure 1.34: Stage When Teams Survey Event Participants About Changes in Behavior, by Company

IME Grants: Funding Third-Party Providers to Deliver High-Quality, Independent Medical Programs

Frequency of Medical Education Funding Is Increasing

  • Figure 2.1: Number of CME Grants Funded, by Year: Global Teams
  • Figure 2.2: Total CME Grant Funding, by Year: Global Teams
  • Figure 2.3: Average Funding per CME Grant, by Year: Global Teams
  • Figure 2.4: Number of CME Grants Funded, by Year: US Teams at Top 10 and Top 50 Companies
  • Figure 2.5: Total CME Grant Funding, by Year: US Teams at Top 10 and Top 50 Companies
  • Figure 2.6: Average Funding per CME Grant, by Year: US Teams at Top 10 and Top 50 Companies
  • Figure 2.7: Number of CME Grants Funded, by Year: US Teams at Small Companies
  • Figure 2.8: Total CME Grant Funding, by Year: US Teams at Small Companies
  • Figure 2.9: Average Funding per CME Grant, by Year: US Teams at Small Companies
  • Figure 2.10: Number of CME Grants Funded, by Year: Country-Level Teams
  • Figure 2.11: CME Funding for Top 10 Company 27's Latin American Team (Blockbuster Product)

Develop Medical Education Structures That Streamline Grant Receipt and Approval Processes

  • Figure 2.12: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 50 Company 4's Global Team
  • Figure 2.13: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Small Company 7's Global Team
  • Figure 2.14: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 50 Company 16's US Team
  • Figure 2.15: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 50 Company 17's US Team
  • Figure 2.16: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 10 Company 13's US Team
  • Figure 2.17: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 10 Company 22's Asia-Pacific Team
  • Figure 2.18: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Device Company 10's Global Team
  • Figure 2.19: Type of Organization to Which Teams Most Frequently Provide CME Funding

Balance Anticipated Program Costs with Expected Medical Outcomes When Seeking Qualified CME Providers

Fund a Mixture of Live and Remote CME Events to Appeal to Multiple Audience Types

  • Figure 2.20: Percentage of CME Grants Funding Different Types of Events: Global Teams
  • Figure 2.21: Percentage of CME Grants Funding Different Types of Events: US Teams
  • Figure 2.22: Percentage of CME Grants Funding Different Types of Events: Country-Level Teams (Top 10 Blockbuster Product Teams)
  • Figure 2.23: Number of Small-Scale In-Person CME Events: Global and US Teams, 2015
  • Figure 2.24: Number of Mid-Size In-Person CME Events: Global and US Teams, 2015
  • Figure 2.25: Number of Large-Scale In-Person CME Events: Global and US Teams, 2015
  • Figure 2.26: Number of Online CME Events: Global and US Teams, 2015
  • Figure 2.27: Number of Different CME Events: Country-Level Teams, 2015

Unaccredited, Company-Driven Medical Education

Support Products with Educational Events that Meet Provider and Patient Needs

  • Figure 3.1: Types of Unaccredited Medical Events Conducted, by Company Size
  • Figure 3.2: Types of Unaccredited Medical Events Conducted, by Product Type
  • Figure 3.3: Total Number of Unaccredited Medical Education Events, by Product Type: 2015
  • Figure 3.4: Number of Small-Scale In-Person Unaccredited Medical Education Events: Blockbuster Products
  • Figure 3.5: Number of Small-Scale In-Person Unaccredited Medical Education Events: Common Products
  • Figure 3.6: Number of Small-Scale In-Person Unaccredited Medical Education Events: Niche/Rare Products
  • Figure 3.7: Number of Mid-Size In-Person Unaccredited Medical Education Events: Blockbuster Products
  • Figure 3.8: Number of Mid-Size In-Person Unaccredited Medical Education Events: Common Products
  • Figure 3.9: Number of Mid-Size In-Person Unaccredited Medical Education Events: Niche/Rare Products
  • Figure 3.10: Number of Large-Scale In-Person Unaccredited Medical Education Events: Blockbuster Products
  • Figure 3.11: Number of Large-Scale In-Person Unaccredited Medical Education Events: Common Products
  • Figure 3.12: Number of Large-Scale In-Person Unaccredited Medical Education Events: Niche/Rare Products
  • Figure 3.13: Number of Online One-Way Unaccredited Medical Education Events: Blockbuster Products
  • Figure 3.14: Number of Online One-Way Unaccredited Medical Education Events: Common and Niche/Rare Products
  • Figure 3.15: Number of Online Interactive Unaccredited Medical Education Events: Blockbuster Products
  • Figure 3.16: Number of Online Interactive Unaccredited Medical Education Events: Common Products
  • Figure 3.17: Number of Online Interactive Unaccredited Medical Education Events: Niche/Rare Products
  • Figure 3.18: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Top 50 Company 4's Global Team
  • Figure 3.19: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Small Company 8's Global Team
  • Figure 3.20: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Device Company 10's Global Team
  • Figure 3.21: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Top 10 Company 22's Asia-Pacific Team
  • Figure 3.22: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Top 10 Company 26's Lat. Am. Team
  • Figure 3.23: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Top 50 Company 29's Lat. Am. Team
  • Figure 3.24: Average Cost per Attendee for In-Person Medical Education Events
  • Figure 3.25: Percentage of Cost per Attendee Typically Outsourced for In-Person Medical Education Events
  • Figure 3.26: Maximum Travel and Lodging Cost per Attendee for In-Person Medical Education Events
  • Figure 3.27: Average Cost per Attendee and Percentage of Cost Outsourced for Online Medical Education Events

Inviting Event Attendees

  • Figure 3.28: Range and Average Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events
  • Figure 3.29: Range and Average Number of Invitees to Achieve Target Number Invited to Reach 10, 30 and 50 Participants for In-Person Events: All Product Types
  • Figure 3.30: Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events: Blockbuster Products
  • Figure 3.31: Number of People Invited to Achieve Target Numbers of Participants for In-Person Events: Blockbuster Products
  • Figure 3.32: Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events: Common Products
  • Figure 3.33: Number of People Invited to Achieve Target Numbers of Participants for In-Person Events: Common Products
  • Figure 3.34: Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events: Niche/Rare Products
  • Figure 3.35: Number of People Invited to Achieve Target Numbers of Participants for In-Person Events: Niche/Rare Products
  • Figure 3.36: Number of Invitees for Online One-Way Presentations and the Percentage That Attend
  • Figure 3.37: Number of Invitees for Online Interactive Presentations and the Percentage That Attend: Blockbuster and Niche/Rare Products
  • Figure 3.38: Number of Invitees for Online Interactive Presentations and the Percentage That Attend: Common Products

Planning for Events

  • Figure 3.39: Range and Average Number of Hours Spent Planning Different Medical Education Events: All Products
  • Figure 3.40: Number of Hours Spent Planning Small-Scale In-Person Medical Education Events
  • Figure 3.41: Number of Hours Spent Planning Mid-Size In-Person Medical Education Events
  • Figure 3.42: Number of Hours Spent Planning Large-Scale In-Person Medical Education Events
  • Figure 3.43: Number of Hours Spent Planning Online One-Way Medical Education Events
  • Figure 3.44: Number of Hours Spent Planning Online Interactive Medical Education Events
  • Figure 3.45: Range and Average Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: All Products
  • Figure 3.46: Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: Blockbuster Products
  • Figure 3.47: Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: Common Products
  • Figure 3.48: Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: Niche/Rare Products

Selecting, Recruiting and Training Medical Education Speakers

Medical Education Speakers

  • Figure 4.1: Percentage of Teams Engaging Specialists to Speak at Different Types of Events
  • Figure 4.2: Percentage of Teams Engaging Primary Care Providers to Speak at Different Types of Events
  • Figure 4.3: Percentage of Teams Engaging Nurse Practitioners to Speak at Different Types of Events
  • Figure 4.4: Percentage of Teams Engaging Physician Assistants to Speak at Different Types of Events
  • Figure 4.5: Percentage of Teams Engaging Registered Nurses to Speak at Different Types of Events
  • Figure 4.6: Percentage of Teams Engaging Company MSLs to Speak at Different Types of Events
  • Figure 4.7: Percentage of Teams Engaging Other Internal Staff to Speak at Different Types of Events
  • Figure 4.8: Number of Speakers on Roster and Number of Speaker Engagements per Year: Specialists, Global Teams
  • Figure 4.9: Number of Speakers on Roster and Number of Speaker Engagements per Year: Specialists, Country-Level Teams
  • Figure 4.10: Number of Speakers on Roster and Number of Speaker Engagements per Year: Primary Care Physicians and Nurse Practitioners
  • Figure 4.11: Number of Speakers on Roster and Number of Speaker Engagements per Year: Physician Assistants and Registered Nurses
  • Figure 4.12: Number of Speakers on Roster and Number of Speaker Engagements per Year: Company MSLs, Global and US Teams
  • Figure 4.13: Number of Speakers on Roster and Number of Speaker Engagements per Year: Company MSLs, Country-Level Teams
  • Figure 4.14: Number of Speakers on Roster and Number of Speaker Engagements per Year: Other Internal Staff
  • Figure 4.15: Average Hourly Rates for HCPs Delivering Scientific Speeches

Recruiting Speakers

  • Figure 4.16: Position Responsible for Recruiting Speakers for Medical Education Events, by Team Region
  • Figure 4.17: Range and Average Ratings of Recruiter Effectiveness, by Recruiter Type

Training Speakers

  • Figure 4.18: Position Responsible for Training Speakers for Medical Education Events, by Team Region
  • Figure 4.19: Timing of Speaker Training
  • Figure 4.20: Number of Hours Spent Training Speakers Before an Event, by Speaker Type
  • Figure 4.21: Frequency of Regular Speaker Training
  • Figure 4.22: Number of Hours of Regular Speaker Training per Year, by Speaker Type
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