JBJS Clinical Classroom offers:
Robust reporting to provide information on your activity completion, performance, and confidence level, as well as:
- AMA PRA Category 1 CreditsTM with the ability to track and print your CME transcript at any time.
- Self-assessment examination (SAE) credits approved for Maintenance of Certification by the American Board of Orthopaedic Surgery.
- Access to relevant articles from The Journal of Bone and Joint Surgery as well as links to citations from other peer-reviewed references.
- Ten subspecialty modules with the ability to purchase the entire product, just one, or any combination of the 10 modules.
When preparing for an exam, a learner’s time is limited. Because users of Clinical Classroom avoid spending time on content that they have mastered and can focus on areas where they need reinforcement, they may spend up to 50% less time than users of traditional e-learning methods to learn the same material1.
Clinical Classroom uses the same learning technology as NEJM Knowledge+, which prepares learners for the internal medicine and family practice board exams. Healy et al. reported on a small group of learners who used Knowledge+ to prepare for the American Board of Internal Medicine Certifying Examination (ABIM-CE) and found that, between 2014 and 2016, a significantly higher proportion passed on their first attempt compared with the national average (95% vs. 89%, z = 2.6397, p = 0.0083)2.
Another study, by Wagner et al., showed that performance on weekly quizzes may be strongly predictive of performance on resident in-service examinations and tracking data from periodic quizzes may help direct educational interventions3. With Clinical Classroom, learners can develop their own quizzes and the system will soon allow residency faculty to develop and assign quizzes to their residents.
Clinical Practice and Lifelong Learning
According to a 2017 report by the American Medical Association, “Creating a Community of Innovation,” the new focus of medical education is on “creating physicians who are self-directed, critically thinking, expert workplace learners. These learners learn how to know what they don’t know and appropriately use just-in-time knowledge resources and decision support systems to address identified gaps.”4
With the ever-changing health-care environment, physicians must adapt and learn new ways to solve different and more complex clinical problems. Use of the metacognitive approach—the ability to think about learning based on understanding what you know and what you don’t know—is gaining traction in many areas of education including health care education. The American Medical Association, as part of its Accelerating Change in Medical Education Initiative, has developed a model to create “master adaptive learners.” This model uses a metacognitive approach to encourage physicians to develop adaptive expertise that will allow them to learn and create innovative solutions in response to practice challenges5.
Clinical Classroom supports this educational paradigm shift by applying metacognition—i.e., by assessing both learners’ knowledge and their awareness of what they know (consciously competent) and what they don’t know (unconsciously incompetent). Even well-trained experienced physicians must update their knowledge and skills to diagnose and treat increasingly complex patient conditions and improve patient outcomes. Clinical Classroom provides regularly updated, evidence-based, peer-reviewed content to support the maintenance and updating of knowledge and skills required by the changing health-care environment.
Healy M, Petrusa E, Axelsson CG, Wongsirimeteeku P, Hamnvik O, O’Rourke M, Feinstein R, Steeves R, Phitayakorn R. An exploratory study of a novel adaptive e-learning board review product helping candidates prepare for certification examinations. AMEE MedEdPublish. 2018.
Cutrer WB, Miller B, Pusic MV, Mejicano G, Mangrulkar RS, Gruppen LD, Hawkins RE, Skochelak SE, Moore DE Jr. Fostering the development of master adaptive learners: a conceptual model to guide skill acquisition in medical education. Acad Med. 2017 Jan;92(1):70-5.