Forefront Collaborative is an ACCME-accredited independent healthcare education company that engages, unites, and supports the best minds in healthcare in the pursuit of moving patient care forward.
For more than a decade, Forefront Collaborative (formerly CME Enterprise) has worked in partnership with leading organizations and healthcare professionals to improve health outcomes. Today, we continue to combine solid medical information, sound learning principles, tailored education strategies, and custom-designed learner experiences into unbiased healthcare education that fosters greater understanding, increased accountability, and improved outcomes.
In virtually every segment of the healthcare education process, you'll find a role Forefront Collaborative can play that advances the success of your initiative or endeavor. Whether partnering on learner strategy; providing continuous assessment; filling in research gaps; or allocating scientific, creative, editorial, project management, or technology-based support to a project, we stand ready to offer the resources necessary to positively transform the value and quality of healthcare.
Katie Detzler, CAPM, Associate Director, manages the planning, execution, sustainment, and growth of multi-organization, multiyear initiatives with established partners. As such, she is instrumental in overall initiative success, having responsibility for project milestones, partner communications, day-to-day operations, and budget/financial aspects. A graduate of Indiana University where she earned her Bachelor of Science in Telecommunications with a double minor in Psychology and Human Development and Family Studies, Katie is also a Certified Associate in Project Management. In her spare time, she enjoys antiquing, interior design, and spending time with family and friends.
As Director of Educational Development and Research, Marianna Shershneva, MD, PhD, works on educational and research projects in multiple clinical areas, and has extensive experience collaborating with professional societies and academic and community partners. Trained as a rheumatologist in Russia, Dr. Shershneva acquired additional expertise as an educational researcher and medical educator through her participation in Ukrainian medical education reform and graduate study in adult education in the US. She has authored and co-authored more than 20 papers devoted to medical education, educational measurement, program evaluation, and the improvement of clinical practice. Dr. Shershneva enjoys reading and is also an outdoors enthusiast, spending her free time exploring new places or camping in the company of family and friends.
As Vice President, Mark Luckie oversees the strategic direction of Forefront Collaborative, engaging and collaborating with both healthcare professionals and patients in the areas of education strategy, initiative development and implementation, and program evaluation. A graduate of Pennsylvania State University and a veteran of the Life Sciences industry, Mark has worked to advocate and advance the cause of the patient over the course of numerous high-profile roles on both the industry and agency side. Passionate about family and fitness, Mark can usually be found running and biking the streets of northern Indianapolis. You may even see him in our local lakes practicing his open water swims for upcoming triathlons.
As Associate Director, McKenna Goslee cultivates and maintains relationships among collaborators as well as various supporters and grant offices. She plays a key role in initiative strategy and refinement, including identifying new funding opportunities and assisting in proposal and budget development for unique educational initiatives. A graduate of DePauw University, McKenna has also completed extensive Project Management Institute training and is certified as a Lean Six Sigma Yellow Belt. An avid party planner, she is also a devotee of Pilates with plans to eventually become a certified instructor.
As Project Coordinator, Miranda Wood Armie lends crucial support to a variety of initiative-based projects; she also plays a leading role in external outreach and awareness. Miranda is a graduate of Miami University, where she focused on Medical Anthropology with specific concentration on doctor-patient relationships, medical agency, and structures of power within the American medical system. Miranda stays in touch with the needs and interests of the patient through her volunteer work as Medical Clerk at the Trinity Free Clinic, where she ensures patients feel welcome and receive the quality care they need.
As Executive Director, Sheila Robertson, MPH, CCMEP, focuses on building and sustaining relationships with collaborating organizations and faculty, grant strategy and development, content development and evaluation, accreditation and compliance, and mentoring. A graduate of the University of Kansas, she has also completed training in Project Management Institute principles, and is certified as a Lean Six Sigma Yellow Belt and a Certified CME Professional. A Kansas girl, Sheila works from a satellite office near Kansas City where she also raises children and chickens, cheers on the Jayhawks, and seeks to infuse wellness in her community.
Previous to her current role as Associate Director, Stephanie Poehner served as Activity Manager and Educational Projects Manager, which provided her with the experience and insight necessary for ensuring current initiatives stay in scope, on schedule, and on budget. She has managed numerous projects in a variety of educational areas, including atrial fibrillation, adult vaccination, and lupus. Stephanie is a graduate of Indiana University where she earned her bachelor of arts degree in Telecommunications, a field of experience she draws from when supporting projects that incorporate multimedia and video tactics. Stephanie is a Barre enthusiast, dog lover, and proud owner of Truman the dachshund.
The medical education environment is evolving at a formidable pace. As our organization reflected on where we have been and where our field needs to go, we realized that the name CME Enterprise was no longer fully representative of our capabilities or our passions, or even the medical education realm itself. There are emerging uncharted educational gaps for clinicians, payers, and patients alike. Technology continues to advance rapidly, and new innovations need to be explored and adopted both responsibly and with relevance. We choose to operate at the forefront of these issues, and we can't do this alone; we require collaborations among pioneering educational professionals like you to help advance our field.
Once a challenge has been identified and defined, it tends to pose two basic questions: "How can it best be resolved?" and "By whom?" For the patient, these questions may sound like "What do I need to do to feel better?” and "Where do I go for help?" For physicians, "What's the best course of treatment for this patient?" and "Who else should be on the care team?" It's largely the same when it comes to closing healthcare gaps: "What's the smartest approach for this initiative?” and "Who are the best people for the job?"
Regardless of the situation, when you turn to others to help answer those questions, you want those people to be qualified and intelligent, and you want them to care: "Able hands, bright minds, passionate hearts." These concepts underscore everything we do at Forefront Collaborative. They frame our work as we build and implement initiative strategy, guide us as we research and select suitable collaborators, and instruct us as we dedicate resources toward driving projects and partnerships to successful outcomes.
20 years in, we continue to find that traditional adult learning principles can be applied in new ways to fit the ever-changing needs and styles of learners. With a flood of distractions in daily life, as well as competing educational activities, we're also acutely aware of the need to create experiences that not only succeed in capturing a learner's attention, but add critical value to his or her educational goals. In order to achieve the outcomes we aspire to, that means reaching learners on their terms and asking what motivates them. What are we trying to get them to change? How can we use venue, media, and technology platform to facilitate that change? Equipped with those answers, we pursue intuitive, creative, and even improvisational tactics to design user-focused experiences and put them into action.
We actively engage the healthcare community every day and it's no surprise that their needs are ever-changing. To keep pace, we pilot new educational approaches, allotting the time and resources necessary to assess and understand what works and under what circumstancesand we share our findings with our community. It's through such applied research, and the dissemination and promotion of results, that new ideas are uncovered that have a higher likelihood of taking hold in our community, eventually leading to improving clinical practices and lives. Not only does this raise awareness of important healthcare education issues and possible solutions, but we believe that in doing so, we are raising the bar for our colleagues (and ourselves) through a healthy exchange of ideas, information, and results.
While you're reading this, countless patients across the globe are googling their symptoms while they wait to see their doctor, trying to nail down their own diagnosis. Or maybe they're posting to a forum about their experience or flicking through the thousands of health–related apps jockeying for consumer attention every second of the day. There are more opportunities for patients to access healthcare information than ever before. The downside is that informed doesn't necessarily mean educated; equipped doesn't imply adept.
On the bright side, the popularity and abundant supply of consumer-focused healthcare tools means patients want to be actively involved in their healthcare, to be more of a partner in their care than a passive recipient. And, they want to help other patients. Harnessing this passion with the goal of educating both patients and healthcare professionals without commercial influence or bias is a mission of Forefront Collaborative.
These notable collaborations have achieved impressive outcomes, and been published or presented to share our processes and results. Our roles have included overall leadership, day-to-day management, core curriculum and assessment strategy development, communications and dissemination, and more.
These examples demonstrate in-house capabilities for content, instructional design, video, Web design and development, user interface, and more, as well as the project management expertise required to pull resources together to deliver results on budget and on time.
Here are some of our publications, presentations, and current roles in research. We also have a number of pilots in our pipeline with interests in motivational interviewing, shared decision-making, QI education, and more.
We’ve developed patient-oriented tools, integrated the patient’s voice into physician education, educated on the patient experience, and are rapidly accelerating our engagement of the patient for the purpose of improving health outcomes.