Continuing medical education, needs assessment, and program development: Theoretical constructs

Abstract

Continuing medical education (CME) program development and needs assessment have historically been practiced within the tradition of Ralph Tyler's education model. In light of transformational social, political, economic, and technical forces that demand greater account-ability and responsiveness from physicians, CME units are challenged to transform their cultures and structures from models that deliver education to models that support the facilitation of learning for enhanced competence and performance. This article describes key change forces for physicians and brings program development and needs assessment into focus for the discussion. The impact of change forces on program development and needs assessment are examined, and some techniques to move beyond the traditional approach of felt needs are presented as a way of enabling strategic administrative planning and change management.

Ordering Diagnostic Imaging: A Survey of Ontario Physiotherapists' Opinions on an Expanded Scope of Practice

“…Successfully implementing a health care change such as authorizing physiotherapists to order DI requires addressing educational needs, barriers, and facilitators. Our findings will be critical to the development of sustainable and meaningful educational strategies for successful implementation of this authorized activity; 22,37 they are also important in considering uptake because health care innovations are more readily accepted if they align with intended adopters' views and perceived needs.…”

“…These factors include practitioner interest, educational needs, and barriers to and facilitators of the uptake of the new practice. 9,[20][21][22][23] Although studies have examined educational programs for DI in other provinces (e.g., Alberta, New Brunswick) and internationally, 24 as well as the outcomes of integrating advanced practitioners into health care systems, 5,8,9,[24][25][26] no studies to date have examined physiotherapists' specific interest in ordering DI.…”

The Effect of Physician Continuing Medical Education on Patient-Reported Outcomes for Identifying and Optimally Managing Obstructive Sleep Apnea

“…17 Increasingly, the focus of CME is shifting from the traditional provision of knowledge to improvements in performance and clinical practice. 18 Strategies for maximizing the effectiveness of CME (e.g., tailoring content to the educational needs and goals of the learner 19 ) are being explored. Controlled trials demonstrated that internet-based CME significantly increases the probability of making evidence-based clinical decisions.…”

Interventions to Improve the Management of Medically Uninsured Adult Patients With Type 2 Diabetes Mellitus in Primary Care, Community-Based Settings

“…States is associated with errors in health care. This report led to increased focus on the quality of health care performance in daily practice and greater accountability for patient outcomes (Aherne, Lamble, & Davis, 2001). Continued professional development through education is viewed as a tactical health system resource.…”