Continuing medical education: What delivery format do physicians prefer?

Stancic, Nancy; Mullen, Patricia Dolan; Prokhorov, Alexander V.; Frankowski, Ralph F.; McAlister, Alfred L.

doi:10.1002/chp.1340230307

Cited by 46 publications

(49 citation statements)

References 14 publications

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“…These factors were partly responsible for the low response rate in this study despite using recommended strategies to optimise the response rate. 12 In agreement with previous studies, 13 traditional forms of CME delivery were the most commonly used learning methods of the senior doctors sampled in this study. The responders also believed that, with the exception of lectures, traditional CME modalities were successful ways of achieving learning goals.…”

Section: Discussionsupporting

confidence: 89%

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

Stewart¹,

Khadra²

2009

Aust. Health Review

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Background: Currently, it is not clear which continuing medical education (CME) methods are being used by senior doctors and what their attitudes towards them are. The aims of this study were to investigate which modes of CME delivery senior Australian doctors utilise, to assess doctors' attitudes towards CME and to determine any differences in modes used and attitudes between clinical specialties and practice locations.

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Section: Discussionsupporting

confidence: 89%

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

Stewart¹,

Khadra²

2009

Aust. Health Review

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“…34 Respondents preferred formal online CE activities, probably because busy ATs can complete online CE as their schedules allow. Similar research in medicine, 31 nursing, 10,14 physical therapy, 12 and dietetics 35 has indicated that professionals in these fields also have a preference for online CE activities. Interestingly, formal online CE activities can also provide professionals with valuable informal CE opportunities as they collaborate, share literature, engage in group discussions, and interact through electronic means.…”

Section: Discussion Preferred Athletic Training Ce Activitiesmentioning

confidence: 92%

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

Armstrong

Weidner

2011

Journal of Athletic Training

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Context:Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized.Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities.Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants:Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey.Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05.Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F 1,411 = 233.54, P < .001).Conclusions: Overall, ATs preferred formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was highly valued by ATs because it could be individualized.Key Words: professional development, online learning, networking, informal continuing education Key Points• In general, athletic trainers favored formal continuing education activities, particularly hands-on workshops and online offerings, over informal activities. Common barriers to formal continuing education were cost and travel distance.• However, informal continuing education activities, including networking, reading professional journals, teaching athletic training classes, and pursuing fellowships and other clinical experiences, were also considered valuable.• Athletic trainers must understand their learning needs, preferences, and perceived barriers. Continuing education providers must offer opportunities that are both versatile and realistic.C ontinuing education (CE) for athletic trainers (ATs) consists of educational activities that maintain or develop the knowledge, skills, performance, and professional relationships needed to provide high-quality pat...

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“…Online and other interactive multimedia CE activities are growing in popularity in other health care fields as well. [21][22][23][24][25][26][27][28] The flexibility of online CE activities is ideal for ATs, who can complete them according to their specific learning needs whenever, wherever, and however they choose.…”

Section: Participation In Formal Ce Activitiesmentioning

confidence: 99%

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Armstrong

Weidner

2010

Journal of Athletic Training

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Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice.Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself.Design: Cross-sectional study. Setting: Athletic training practice settings.Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey.Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach a (a 5 0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The a level was set at .05.Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification-approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge.Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.Key Words: athletic trainers, professional advancement, lifelong learning Key Points N Athletic trainers engaged in both formal and informal continuing education activities to improve their knowledge, clinical skills or abilities, attitudes toward patient care, and patient care itself.N Athletic trainers participated in informal continuing education more often than in formal continuing education and preferred shorter-duration activities.N Formal continuing education was perceived to improve knowledge more than informal continuing education did, although the latter was perceived to improve clinical skills or abilities and to improve attitudes toward patient care more than the former. Both types were believed to improve patient care.

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Continuing medical education: What delivery format do physicians prefer?

Abstract: Live lecture continues to be a preferred format of CME for physicians in four rural areas of Texas, yet research continues to show that lecture results in only the lowest level of behavioral change.

Cited by 46 publications

References 14 publications

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

The continuing medical education activities and attitudes of Australian doctors working in different clinical specialties and practice locations

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

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