Designing a Continuing Medical Education Course for Family Physicians Using Kern’s Six-Step Model: From Needs Assessment to Lessons for Learning in Practice

Abstract Background Evidence-based medicine (EBM) is fundamental to high-quality family medicine practice, yet translating current evidence into routine clinical decision-making remains challenging for practicing physicians. Traditional continuing medical education (CME) often emphasizes knowledge acquisition rather than the application of evidence in authentic clinical settings. This study describes the systematic development and implementation of an EBM-focused CME course for family physicians using Kern's Six-Step Approach to Curriculum Development. Methods A six-session CME course was designed following Kern's six-step instructional model, including general and targeted needs assessment, formulation of learning objectives, selection of educational strategies, implementation, and evaluation. A mixed needs assessment informed curriculum development through literature review, analysis of common clinical conditions encountered in family medicine, and a learner survey. Six priority topics (diabetes mellitus, hypertension, chronic kidney disease, chronic obstructive pulmonary disease, asthma, and atopic dermatitis) were selected. The intervention incorporated pre-session reading materials, case-based discussions, interactive mini-lectures, pre- and post-tests, and reflective writing exercises to facilitate integration of EBM into clinical practice. The six-month course was implemented among practicing family physicians, with participant feedback and reflections to evaluate the educational experience. Results The curriculum was successfully developed and implemented as a structured, learner-centered CME program embedded within existing departmental teaching schedules. The targeted needs assessment identified strong learner demand for clinically relevant, case-based learning that directly supported evidence-informed decision-making. The intervention integrated contemporary clinical guidelines with real-world patient scenarios, reflective practice, and formative assessment to promote the translation of evidence into routine family medicine practice. Conclusion Kern's Six-Step Approach provided a practical and systematic framework for designing an EBM-focused CME program tailored to the educational needs of practicing family physicians. Integrating case-based learning, reflection, and evidence appraisal within routine CME has the potential to strengthen evidence-informed clinical decision-making and support lifelong learning.