Continuing medical education: Learning and change: implications for continuing medical education

Fox, Robert; Bennett, Nancy L.

doi:10.1136/bmj.316.7129.466

Cited by 203 publications

(146 citation statements)

References 3 publications

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“…According to modern theories of workplace learning, competency development is a continuous process that is facilitated and guided by feedback (Fox & Bennett 1998;Andersen et al 2008). This article describes a learning instrument designed to support students in taking charge of their own learning in the workplace.…”

Section: Introductionmentioning

confidence: 99%

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

et al. 2010

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Background: Clinical workplaces are hectic and dynamic learning environments, which require students to take charge of their own learning. Competency development during clinical internships is a continuous process that is facilitated and guided by feedback. Limited feedback, lack of supervision and problematic assessment of clinical competencies make the development of learning instruments to support self-directed learning necessary. Aims: To explore students' perceptions about a newly introduced integrated feedback and assessment instrument to support selfdirected learning in clinical practice. Students collected feedback from clinical supervisors and wrote it on a competency-based format. This feedback was used for self-assessment, which had to be completed before the final assessment. Methods: Four focus group discussions were conducted with second and last year Midwifery students. Focus groups were audiotaped, transcribed verbatim and analysed in a thematic way using ATLAS.ti for qualitative data analysis. Results: The analysis of the transcripts suggested that integrating feedback and assessment supports participation and active involvement in learning by collecting, writing, asking, reading and rereading feedback. Under the condition of training and dedicated time, these learning activities stimulate reflection and facilitate the development of strategies for improvement. The integration supports self-assessment and formative assessment but the value for summative assessment is contested. The quality of feedback and empowerment by motivated supervisors are essential to maximise the learning effects. Conclusions: The integrated Midwifery Assessment and Feedback Instrument is a valuable tool for supporting formative learning and assessment in clinical practice, but its effect on students' self-directed learning depends on the feedback and support from supervisors.

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Section: Introductionmentioning

confidence: 99%

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

et al. 2010

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“…[2][3][4] Guideline distribution needs to be combined with effective educational interventions and implementation plans to change practice. [3][4][5] For common primary care conditions, particularly those in which a number of team members are involved in management, the gold standard for learning about guidelines would be learning within the organisation, as this leads to agreement between colleagues on acceptable standards and learning about how to achieve those standards, 2 as well as discussion about overcoming barriers to change. However, this is time consuming, and it is not feasible for all guidelines to be discussed in this way; other forms of educational intervention, suitable for individuals, need to be offered if change is to be achieved.…”

Section: Introductionmentioning

confidence: 99%

Web-based learning strategies in combination with published guidelines to change practice of primary care professionals

Robson

2009

Br J Gen Pract

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Published clinical guidelines need to be combined with effective educational interventions to produce change in practice. Problem-based learning (PBL) groups are effective; however, research studies have not looked at change in practice following PBL that is independent of group interaction. AimTo determine whether clinical guidelines combined with modified PBL e-learning modules, in which dialogue between learners is replaced by interaction with a computer, could increase knowledge, result in changes in practice, and be acceptable to participants as a mode of modifying practice. Design of studyQuantitative and qualitative methods. SettingWeb-based application. ResultsOnline PBL modules were studied by 45 primary care clinicians. Replacement of group functions by interaction with the computer was found to be an acceptable form of learning, and resulted in reported changes in practice among GPs choosing this method of study. This study shows that changes were independent of demonstrable knowledge gains. ConclusionOnline PBL modules could complement other arms of guideline-implementation strategies. More work is needed to determine which groups would benefit most.

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“…[6][7] Er bestaat discussie of 'verbetering van de gezondheid van patiënten' ook een goede uitkomstmaat voor onderwijs is. 8 Om vast te stellen of verbetering van de performance wordt bereikt, is het nodig te definiëren wat performance is en hoe je dat kunt meten.…”

Section: Performance Als Maat Voor De Effectiviteit Van Postacademiscunclassified

Effectiviteit van onderwijs in de bedrijfsartsenopleiding

Smits¹

2003

TMEO

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InleidingIn het medisch onderwijscontinuüm neemt de 4-jarige bedrijfsartsenopleiding een bijzondere plaats in. De opleiding werkt niet volgens het assistentenmodel, zoals de klinisch specialistische opleidingen en de huisartsenopleiding. Je begint als arts met het zoeken van een baan in een arbodienst en gaat daar, met nagenoeg volledige verantwoordelijkheid en onder beperkte supervisie, zelfstandig aan de slag als (bedrijfs)arts.

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Continuing medical education: Learning and change: implications for continuing medical education

Cited by 203 publications

References 3 publications

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

Web-based learning strategies in combination with published guidelines to change practice of primary care professionals

Effectiviteit van onderwijs in de bedrijfsartsenopleiding

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