Chicago Medical School
In this section
The mission of the Continuing Medical Education (CME) program of the Chicago Medical School at Rosalind Franklin University of Medicine and Science is to certify high quality educational programs, appropriate in depth and breadth, accurate in content, and free of commercial bias, that promote change, development, and improvement in their target audiences.
The purpose of our programs is to provide activities which are evidence-based and designed to produce a change in learner competence and performance, with the goal of improving patient outcomes. Insofar as Rosalind Franklin University has as its mission the training and development of healthcare professionals from many disciplines, our activities seek to promote the concepts of the team-based approach to healthcare delivery. In addition, as part of our institutional mission, we commit to continuing development that promotes leadership within the healthcare field, as well as activities which will enable our learners to better train and prepare the healthcare leaders of tomorrow.
The intended target audiences, in order of priority, are: the physician faculty of Chicago Medical School and the healthcare professionals of Rosalind Franklin University and its major affiliated medical centers, the healthcare providers of the local community, and the healthcare providers of the greater community and society in general.
The content areas of CME activities shall include but not be limited to: clinical medical sciences (new, reviewed, and investigational), basic sciences (new, reviewed, and investigational), theory and practice of healthcare delivery systems, and the education of healthcare professionals including communication skills, bioethics, and leadership.
The types of activities certified shall include: department-specific, interdepartmental, and specialty-specific regularly scheduled conferences, non-recurring solo and jointly sponsored conferences, internet-based CME, and enduring materials.
The expected results of these activities include changes in learner strategies that increase their competence and changes in what learners report that they will do in practice, resulting in improved performance. It is anticipated that these changes in competence and performance will effect changes in patient care that will be manifested in improved patient outcomes.