Medical Education: Innovating CME

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Explore benchmarks and best practices in four areas of medical education: unaccredited company-driven medical education, independent medical education (IME) grants, speaker recruitment and speaker training. This report examines medical education resources, activities, trends, and event planning. It highlights new, exciting ways that teams are elevating the value of medical education.

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Report Details

This report is a comprehensive study on medical education.  It examines medical education team structure and staffing; activities; trends; speakers and program impact.  Medical education is broken down into two divisions: company-driven and independent medical education (IME) grants.

  • 4 chapters + an Executive Summary
  • 134 graphics

Data have been split by team region:

  • Global
  • US
  • Country-Level

Data have also been split by company size:

  • Top 10
  • Top 50
  • Small
  • Device

Top Reasons to Read This Medical Education Report

Discover and implement innovative methods for measuring medical education value: Selecting methods to measure this value is not always straightforward. Teams must determine key performance indicators such as number of participants, frequency of events and geographical reach. However, these indicators vary among CME and IME grants. The report discusses how looking at outcomes-based methods is a more effective means to determine this value than using participation numbers alone.

Understand key trends in internal vs. external speaking staff: Many companies are now looking at internal company speakers over external experts. Companies weigh the benefits of both to make the right decisions for their events. This report discusses how to determine what types of speakers to present at different types of educational events, how many speakers of each type to keep on a speaking roster, the number of engagements each speaker should have a year, and which groups should be responsible for recruiting speakers.

You may also be interested in our medical affairs library as well as our individual medical affairs research reports.

Excerpt from Medical Education

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 company driven 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.

Examples of companies that have participated in this study:

Medical Education

Table of Contents

10           Executive Summary

11           Medical Education: Key Recommendations for Success

19           About This Report

24           Medical Education Structure, Staffing and Trends

26           Medical Education Team Structure

43           Medical Education Staffing and Overhead

54           Medical Education Trends

63           Proving Medical Education Value

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

78           Frequency of Medical Education Funding Is Increasing

89           Develop Medical Education Structures that Streamline Grant Receipt and Approval Processes

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

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

110        Unaccredited, Company-Driven Medical Education

111        Support Products with Educational Events that Meet Provider and Patient Needs

133        Inviting Event Attendees

143        Planning for Events

151        Selecting, Recruiting and Training Medical Education Speakers

152        Medical Education Speakers

181        Recruiting Speakers

185        Training Speakers

CHARTS AND GRAPHICS

10           Executive Summary

11           Medical Education: Key Recommendations for Success

13           Figure E.1: Average Percentage of Medical Education Events for a Typical Product Throughout Its Lifecycle, by Product Type

16           Figure E.2: Average Number of Hours Spent Reviewing Materials and Planning an Event

17           Figure E.3: Type of Organization to Which Teams Most Frequently Provide CME Funding

19           About This Report

24           Medical Education Structure, Staffing and Trends

25           Figure 1.1: Executives’ Perspectives on Medical Education Trends

26           Medical Education Team Structure

27           Figure 1.2: Portion of Company’s Portfolio for Which Surveyed Teams Are Responsible, by Team Region

28           Figure 1.3: Medical Education Decision-Making Structure, by Company Size

31           Figure 1.4: Surveyed Medical Education Team Responsibilities, by Team Region

33           Figure 1.5: Function Responsible for Activities Not Conducted by Surveyed Teams: US Teams

34           Figure 1.6: Year-Over-Year Change in Total Number of Supported Products for Medical Education Teams

35           Figure 1.7: Average Percentage of Supported Products That Are Marketed and Investigational: 2015

37           Figure 1.8: Number of Supported Products: Global Teams, 2014

37           Figure 1.9: Number of Supported Products: Global Teams, 2015

38           Figure 1.10: Number of Supported Products: Global Teams, 2016

39           Figure 1.11: Number of Supported Products: US Teams, 2014

40           Figure 1.12: Number of Supported Products: US Teams, 2015

40           Figure 1.13: Number of Supported Products: US Teams, 2016

41           Figure 1.14: Number of Supported Products: Country-Level Teams, 2014

42           Figure 1.15: Number of Supported Products: Country-Level Teams, 2015

42           Figure 1.16: Number of Supported Products: Country-Level Teams, 2016

43           Medical Education Staffing and Overhead

44           Figure 1.17: Year-Over-Year Change in Total Number of FTEs for Medical Education Teams

45           Figure 1.18: Number of Medical Education FTEs: Global Teams, 2014

46           Figure 1.19: Number of Medical Education FTEs: Global Teams, 2015

46           Figure 1.20: Number of Medical Education FTEs: Global Teams, 2016

47           Figure 1.21: Number of Medical Education FTEs: US Teams, 2014

48           Figure 1.22: Number of Medical Education FTEs: US Teams, 2015

48           Figure 1.23: Number of Medical Education FTEs: US Teams, 2016

49           Figure 1.24: Number of Medical Education FTEs: Country-Level Teams, 2014

50           Figure 1.25: Number of Medical Education FTEs: Country-Level Teams, 2015

50           Figure 1.26: Number of Medical Education FTEs: Country-Level Teams, 2016

52           Figure 1.27: Salaries and Overhead Costs for Medical Education Teams, by Year: Global Teams

52           Figure 1.28: Salaries and Overhead Costs for Medical Education Teams, by Year: US Teams

53           Figure 1.29: Salaries and Overhead Costs for Medical Education Teams, by Year: Country-Level Teams

54           Medical Education Trends

60           Figure 1.30: Example of an Effective Approach to Learning

63           Proving Medical Education Value

66           Figure 1.31: Methods Used to Prove the Value of Unaccredited Medical Education Events, by Team Region

68           Figure 1.32: Range and Average Ratings of Methods Used to Prove the Value of Unaccredited Medical Education Events

70           Figure 1.33: Stage When Teams Survey Event Participants About Changes in Behavior

72           Figure 1.34: Stage When Teams Survey Event Participants About Changes in Behavior, by Company

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

78           Frequency of Medical Education Funding Is Increasing

79           Figure 2.1: Number of CME Grants Funded, by Year: Global Teams

80           Figure 2.2: Total CME Grant Funding, by Year: Global Teams

81           Figure 2.3: Average Funding per CME Grant, by Year: Global Teams

82           Figure 2.4: Number of CME Grants Funded, by Year: US Teams at Top 10 and Top 50 Companies

83           Figure 2.5: Total CME Grant Funding, by Year: US Teams at Top 10 and Top 50 Companies

84           Figure 2.6: Average Funding per CME Grant, by Year: US Teams at Top 10 and Top 50 Companies

85           Figure 2.7: Number of CME Grants Funded, by Year: US Teams at Small Companies

86           Figure 2.8: Total CME Grant Funding, by Year: US Teams at Small Companies

86           Figure 2.9: Average Funding per CME Grant, by Year: US Teams at Small Companies

87           Figure 2.10: Number of CME Grants Funded, by Year: Country-Level Teams

88           Figure 2.11: CME Funding for Top 10 Company 27’s Latin American Team (Blockbuster Product)

89           Develop Medical Education Structures That Streamline Grant Receipt and Approval Processes

92           Figure 2.12: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 50 Company 4’s Global Team

92           Figure 2.13: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Small Company 7’s Global Team

93           Figure 2.14: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 50 Company 16’s US Team

93           Figure 2.15: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 50 Company 17’s US Team

94           Figure 2.16: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Top 10 Company 13’s US Team

95           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

96           Figure 2.18: Number and Percentage of CME Grants Funded for a Typical Product Throughout Its Lifecycle: Device Company 10’s Global Team

97           Figure 2.19: Type of Organization to Which Teams Most Frequently Provide CME Funding

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

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

102        Figure 2.20: Percentage of CME Grants Funding Different Types of Events: Global Teams

103        Figure 2.21: Percentage of CME Grants Funding Different Types of Events: US Teams

104        Figure 2.22: Percentage of CME Grants Funding Different Types of Events: Country-Level Teams (Top 10 Blockbuster Product Teams)

105        Figure 2.23: Number of Small-Scale In-Person CME Events: Global and US Teams, 2015

106        Figure 2.24: Number of Mid-Size In-Person CME Events: Global and US Teams, 2015

107        Figure 2.25: Number of Large-Scale In-Person CME Events: Global and US Teams, 2015

108        Figure 2.26: Number of Online CME Events: Global and US Teams, 2015

109        Figure 2.27: Number of Different CME Events: Country-Level Teams, 2015

110        Unaccredited, Company-Driven Medical Education

111        Support Products with Educational Events that Meet Provider and Patient Needs

112        Figure 3.1: Types of Unaccredited Medical Events Conducted, by Company Size

112        Figure 3.2: Types of Unaccredited Medical Events Conducted, by Product Type

113        Figure 3.3: Total Number of Unaccredited Medical Education Events, by Product Type: 2015

114        Figure 3.4: Number of Small-Scale In-Person Unaccredited Medical Education Events: Blockbuster Products

115        Figure 3.5: Number of Small-Scale In-Person Unaccredited Medical Education Events: Common Products

115        Figure 3.6: Number of Small-Scale In-Person Unaccredited Medical Education Events: Niche/Rare Products

116        Figure 3.7: Number of Mid-Size In-Person Unaccredited Medical Education Events: Blockbuster Products

117        Figure 3.8: Number of Mid-Size In-Person Unaccredited Medical Education Events: Common Products

117        Figure 3.9: Number of Mid-Size In-Person Unaccredited Medical Education Events: Niche/Rare Products

118        Figure 3.10: Number of Large-Scale In-Person Unaccredited Medical Education Events: Blockbuster Products

119        Figure 3.11: Number of Large-Scale In-Person Unaccredited Medical Education Events: Common Products

119        Figure 3.12: Number of Large-Scale In-Person Unaccredited Medical Education Events: Niche/Rare Products

121        Figure 3.13: Number of Online One-Way Unaccredited Medical Education Events: Blockbuster Products

121        Figure 3.14: Number of Online One-Way Unaccredited Medical Education Events: Common and Niche/Rare Products

122        Figure 3.15: Number of Online Interactive Unaccredited Medical Education Events: Blockbuster Products

123        Figure 3.16: Number of Online Interactive Unaccredited Medical Education Events: Common Products

123        Figure 3.17: Number of Online Interactive Unaccredited Medical Education Events: Niche/Rare Products

125        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

125        Figure 3.19: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Small Company 8’s Global Team

126        Figure 3.20: Number and Percentage of Unaccredited Medical Education Events for a Typical Product Throughout Its Lifecycle: Device Company 10’s Global Team

127        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

128        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

128        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

130        Figure 3.24: Average Cost per Attendee for In-Person Medical Education Events

130        Figure 3.25: Percentage of Cost per Attendee Typically Outsourced for In-Person Medical Education Events

131        Figure 3.26: Maximum Travel and Lodging Cost per Attendee for In-Person Medical Education Events

132        Figure 3.27: Average Cost per Attendee and Percentage of Cost Outsourced for Online Medical Education Events

133        Inviting Event Attendees

133        Figure 3.28: Range and Average Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events

134        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

135        Figure 3.30: Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events: Blockbuster Products

135        Figure 3.31: Number of People Invited to Achieve Target Numbers of Participants for In-Person Events: Blockbuster Products

136        Figure 3.32: Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events: Common Products

137        Figure 3.33: Number of People Invited to Achieve Target Numbers of Participants for In-Person Events: Common Products

138        Figure 3.34: Percentage Over Target Number Invited to Get 10, 30 and 50 Participants for In-Person Events: Niche/Rare Products

138        Figure 3.35: Number of People Invited to Achieve Target Numbers of Participants for In-Person Events: Niche/Rare Products

140        Figure 3.36: Number of Invitees for Online One-Way Presentations and the Percentage That Attend

141        Figure 3.37: Number of Invitees for Online Interactive Presentations and the Percentage That Attend: Blockbuster and Niche/Rare Products

142        Figure 3.38: Number of Invitees for Online Interactive Presentations and the Percentage That Attend: Common Products

143        Planning for Events

143        Figure 3.39: Range and Average Number of Hours Spent Planning Different Medical Education Events: All Products

144        Figure 3.40: Number of Hours Spent Planning Small-Scale In-Person Medical Education Events

145        Figure 3.41: Number of Hours Spent Planning Mid-Size In-Person Medical Education Events

145        Figure 3.42: Number of Hours Spent Planning Large-Scale In-Person Medical Education Events

146        Figure 3.43: Number of Hours Spent Planning Online One-Way Medical Education Events

147        Figure 3.44: Number of Hours Spent Planning Online Interactive Medical Education Events

148        Figure 3.45: Range and Average Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: All Products

149        Figure 3.46: Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: Blockbuster Products

150        Figure 3.47: Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: Common Products

150        Figure 3.48: Number of Hours Spent Reviewing and Approving Materials for Different Medical Education Events: Niche/Rare Products

151        Selecting, Recruiting and Training Medical Education Speakers

152        Medical Education Speakers

156        Figure 4.1: Percentage of Teams Engaging Specialists to Speak at Different Types of Events

158        Figure 4.2: Percentage of Teams Engaging Primary Care Providers to Speak at Different Types of Events

160        Figure 4.3: Percentage of Teams Engaging Nurse Practitioners to Speak at Different Types of Events

162        Figure 4.4: Percentage of Teams Engaging Physician Assistants to Speak at Different Types of Events

164        Figure 4.5: Percentage of Teams Engaging Registered Nurses to Speak at Different Types of Events

166        Figure 4.6: Percentage of Teams Engaging Company MSLs to Speak at Different Types of Events

168        Figure 4.7: Percentage of Teams Engaging Other Internal Staff to Speak at Different Types of Events

171        Figure 4.8: Number of Speakers on Roster and Number of Speaker Engagements per Year: Specialists, Global Teams

172        Figure 4.9: Number of Speakers on Roster and Number of Speaker Engagements per Year: Specialists, Country-Level Teams

173         Figure 4.10: Number of Speakers on Roster and Number of Speaker Engagements per Year: Primary Care Physicians and Nurse Practitioners

174        Figure 4.11: Number of Speakers on Roster and Number of Speaker Engagements per Year: Physician Assistants and Registered Nurses

176        Figure 4.12: Number of Speakers on Roster and Number of Speaker Engagements per Year: Company MSLs, Global and US Teams

177        Figure 4.13: Number of Speakers on Roster and Number of Speaker Engagements per Year: Company MSLs, Country-Level Teams

178        Figure 4.14: Number of Speakers on Roster and Number of Speaker Engagements per Year: Other Internal Staff

180        Figure 4.15: Average Hourly Rates for HCPs Delivering Scientific Speeches

181        Recruiting Speakers

182        Figure 4.16: Position Responsible for Recruiting Speakers for Medical Education Events, by Team Region

183        Figure 4.17: Range and Average Ratings of Recruiter Effectiveness, by Recruiter Type

185        Training Speakers

186        Figure 4.18: Position Responsible for Training Speakers for Medical Education Events, by Team Region

187        Figure 4.19: Timing of Speaker Training

189        Figure 4.20: Number of Hours Spent Training Speakers Before an Event, by Speaker Type

190        Figure 4.21: Frequency of Regular Speaker Training

191        Figure 4.22: Number of Hours of Regular Speaker Training per Year, by Speaker Type