Learning and the adoption of innovations among Canadian radiologists

Abstract

Although learning and change have been connected in theoretical models of innovation difision and change theory, evidence has been

Implementing Treatment Frequency and Duration Guidelines in a Hospital-Based Pediatric Outpatient Setting: Administrative Case Report

“…This administrative case report suggests that using adult learning strategies, focused on individual and organizational change, may improve adherence among staff. [17][18][19][20][21] Educational strategies targeted at promoting learning and changing clinical practice culture included in-person education, providing opportunities for individual and group learning, as well as discussion and reflection. The strategies used in phase 2 to educate the staff appear to be the more efficient and effective approach to effect change in the clinicians' practice and is the approach that is recommended to implement this type of change in clinician behavior.…”

“…The approach selected to inform the staff is a traditional model of continuing education using learning principles for practicing clinicians. 17,18 This traditional method, using a Power Point presentation, appeared to be appropriate to meet our objectives of implementing the new TFDG and to promote change in practice behavior of the physical therapists while meeting the time constraints of daily operations. 17 We used these strategies based on adult learning theories that have been used for many years in continuing education instruction.…”

“…The low implementation rate suggested that changing clinicians' practice for a longstanding cultural practice in pediatric physical therapy (ie, treating pediatric patients with chronic disabilities for an extended period of time) was going to be a challenge. 18 In reviewing the literature on learning strategies and changing clinicians' practice, we recognized that it would require essentially changing the cultural practice of the clinicians as a group. According to Fox and Bennett, 17 traditional approaches to continuing medical education, which is what we used in phase 1, have limited impact on learning and professional development and result only in change in clinicians' practice when used in conjunction with other strategies, including organizational learning and self-directed learning.…”

“…22(p386) In an attempt to promote the organizational change and effect a change in a long-standing cultural practice, we used adult learning strategies with transformational learning theories. 18,19 We included the 3 key elements of transformational learning identified by Merriam and Caffarella 20 : experience, critical reflection, and development. In transformational learning, the clinicians needed additional education to understand why the new guidelines were being instituted and to understand the concept and philosophy of episodic care.…”

Outcomes related to physicians' practice-based learning

“…6 This model resulted from interviews in which physicians were asked to recall changes they had made in their lives or practices. 1 For this review, the model of physician learning proposed by Slotnick was chosen.…”