Commitment to change statements can predict actual change in practice

Wakefield, Jacqueline; Herbert, Carol P.; Maclure, Malcolm; Dormuth, Colin R.; Wright, James M; Legare, Jeanne; Brett-MacLean, Pamela; Premi, John

doi:10.1002/chp.1340230205

Cited by 119 publications

(138 citation statements)

References 22 publications

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“…21,22 These study results indicate that self-reported changes can be a proxy for actual change. 21,22 A second limitation of our study includes the potential for reporting bias of the nonresponders. 24 Nonresponders may be uncomfortable reporting their potential inability to implement changes.…”

Section: Discussionmentioning

confidence: 68%

“…Other investigators have implemented the commitment-to-change strategy to evaluate CME/CE programs. [19][20][21][22][23][24][25][26][27][28][29] Most of these studies included a small number of participants (Nϭ26-84), [19][20][21][23][24][25]27 and only 3 included nonphysician clinicians. 24,25,27 A total of 952 of 971 (98.0%) of the commitments written by clinicians attending our CME/CE program were directly related to learning objectives, and all learning objectives had at least one commitment statement.…”

Section: Discussionmentioning

confidence: 99%

“…29 However, investigators in 2 studies not included in the review, but specifically involving the commitment-to-change process, evaluated the association of self-reported commitments with actual behavioral changes. 21,22 These investigators found that physicians who committed to change prescribing practices were truly likely to change their prescribing habits. 21,22 These study results indicate that self-reported changes can be a proxy for actual change.…”

Section: Discussionmentioning

confidence: 99%

“…21,22 These investigators found that physicians who committed to change prescribing practices were truly likely to change their prescribing habits. 21,22 These study results indicate that self-reported changes can be a proxy for actual change. 21,22 A second limitation of our study includes the potential for reporting bias of the nonresponders.…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Effect of a Primary Care Continuing Education Program on Clinical Practice of Chronic Obstructive Pulmonary Disease: Translating Theory Into Practice

Adams

Pitts

Wynne

et al. 2012

Mayo Clinic Proceedings

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Objectives: To describe the development and implementation process and assess the effect on self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary disease (COPD). Methods: Multidisciplinary subject matter experts and education specialists used a systematic instructional design approach and collaborated with the American College of Chest Physicians and American Academy of Nurse Practitioners to develop, deliver, and reproduce a 1-day interactive COPD CME/CE program for 351 primary care clinicians in 20 US cities from September 23, 2009, through November 13, 2010. Results: We recorded responses to demographic, self-confidence, and knowledge/comprehension questions by using an audience response system. Before the program, 173 of 320 participants (54.1%) had never used the Global Initiative for Chronic Obstructive Lung Disease recommendations for COPD. After the program, clinician self-confidence improved in all areas measured. In addition, participant knowledge and comprehension significantly improved (mean score, 77.1%-94.7%; PϽ.001). We implemented the commitment-to-change strategy in courses 6 through 20. A total of 271 of 313 participants (86.6%) completed 971 commitment-to-change statements, and 132 of 271 (48.7%) completed the follow-up survey. Of the follow-up survey respondents, 92 of 132 (69.7%) reported completely implementing at least one clinical practice change, and only 8 of 132 (6.1%) reported inability to make any clinical practice change after the program. Conclusion: A carefully designed, interactive, flexible, dynamic, and reproducible COPD CME/CE program tailored to clinicians' needs that involves diverse instructional strategies and media can have short-term and long-term improvements in clinician self-confidence, knowledge/comprehension, and clinical practice.

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Section: Discussionmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Effect of a Primary Care Continuing Education Program on Clinical Practice of Chronic Obstructive Pulmonary Disease: Translating Theory Into Practice

Adams

Pitts

Wynne

et al. 2012

Mayo Clinic Proceedings

View full text Add to dashboard Cite

show abstract

“…[8][9][10] These are simply written statements in which participants commit to making a change in their future behavior or practice. The statement may or may not be signed.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Commitment to Change Statements on Improving Practice Behaviors Following Continuing Pharmacy Education

Fjortoft¹

2007

Am J Pharm Educ

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Objectives. To determine the effectiveness of commitment to change (CTC) statements on behavior or practice change after a continuing pharmacy education (CPE) program, and to assess the percentage of CTC statements that are linked to program objectives. Methods. Following a CPE program, 33 participants were asked to complete a CTC statement and describe changes that they planned on making in their behavior as preceptors. Six months later participants were asked to return the CTC statement and note the status of the change. Results. Twenty-eight participants completed the CTC. Twenty-one (75%) participants returned the CTC statement 6 months later with a status report. Seventy percent of the 56 changes described by the 21 participants had been fully implemented. The majority of the changes (88%) matched program objectives. Conclusion. Writing a CTC statement following completion of a CPE program may positively affect behavior change.

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Continuing education at the cutting edge: Promoting transformative knowledge translation

McWilliam

2007

Journal of Continuing Education in the Health Professions

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As the evidence-based practice movement gains momentum, continuing education practitioners increasingly confront the challenge of developing and conducting opportunities for achieving research uptake. Recent thinking invites new approaches to continuing education for health professionals, with due consideration of what knowledge merits uptake by practitioners, who should play what role in the knowledge transfer process, and what educational approach should be used. This article presents an innovative theory-based strategy that encompasses this new perspective. Through a facilitated experience of perspective transformation, clinicians are engaged in an on-the-job process of developing a deeply felt interest in research findings relevant to everyday practice, as well as ownership of that knowledge and its application. The strategy becomes a sustainable, integrated part of clinical practice, fitting naturally within its dynamic, unique environment, context, and climate and overcoming the barrier of time. Clinician experience of a top-down push toward prescribed practice change is avoided. With an expanded role encompassing facilitation of active learning partnerships for practice change, the continuing educator fosters a learning organization culture across the institution. The resultant role changes and leadership and accountability issues are elaborated.

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Commitment to change statements can predict actual change in practice

Cited by 119 publications

References 22 publications

Effect of a Primary Care Continuing Education Program on Clinical Practice of Chronic Obstructive Pulmonary Disease: Translating Theory Into Practice

Effect of a Primary Care Continuing Education Program on Clinical Practice of Chronic Obstructive Pulmonary Disease: Translating Theory Into Practice

The Effectiveness of Commitment to Change Statements on Improving Practice Behaviors Following Continuing Pharmacy Education

Continuing education at the cutting edge: Promoting transformative knowledge translation

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