Relationships Between Reflection and Behavior Change in CME

Ratelle, John T.; Wittich, Christopher M.; Yu, Roger; Newman, James S.; Jenkins, Sarah M.; Beckman, Thomas J.

doi:10.1097/ceh.0000000000000162

Cited by 14 publications

(22 citation statements)

References 28 publications

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“…As one example, Commitment to Change (CTC) exercises encourage learners to formulate specific changes that they might like to implement into their practices after the completion of a course, given what they learned during the training. These CTC exercises have proven effective in many settings and have gained significant traction within the field of medicine (Domino, Chopra, Seligman, Sullivan, & Quirk, 2011; Ratelle et al, 2017). Step-by-step procedures for using the CTC measures can be found in Neimeyer et al (in press)…”

Section: Resultsmentioning

confidence: 99%

Exploring the impact of continuing education mandates: A longitudinal look.

Neimeyer

Taylor

Zemansky³

et al. 2019

Professional Psychology: Research and Practice

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Recent cross-sectional research has suggested that continuing education (CE) mandates are associated with higher levels of participation in CE. The current study provides a longitudinal assessment of CE participation across a nearly 10-year period of time during which CE mandates were implemented in the state of Illinois. The results of this study, conducted with an average of 132 psychologists per year (from 2008 through 2017), provide the strongest evidence to date regarding the significant impact of CE mandates on levels of CE participation as well as the range of positive outcomes that were perceived to be related to them. 2 tests, ANOVAs, and bivariate correlations were utilized to explore the impact of the mandates. Over the course of the implementation of the mandates, levels of CE participation increased and the number of CE minimalists decreased significantly. Moreover, across time, participants reported increases in their overall learning and their overall effectiveness as practitioners, suggesting the potential value of the CE mandates. The limitations and implications of these findings are discussed in relation to evidence-based continuing education and ongoing professional competency literatures and the increasing alignment between the 2 movements. Public Significance StatementThis study provides evidence that legal mandates to complete continuing education may increase participation in continuing education and perceptions of its effectiveness.

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Section: Resultsmentioning

confidence: 99%

Exploring the impact of continuing education mandates: A longitudinal look.

Neimeyer

Taylor

Zemansky³

et al. 2019

Professional Psychology: Research and Practice

View full text Add to dashboard Cite

show abstract

“…Survey results for commitment to change are limited because they are self-reported. Nevertheless, self-reported commitment is a valid predictor of behavioral change in practice and provides a useful surrogate measure in the absence of observational data 23 , 24 . Although the proportion of participants who responded to the post-activity 30-day survey was relatively small, it was representative of the activity completers in terms of profession and specialty and provided a useful indication of implementation relative to learning and stated commitment.…”

Section: Discussionmentioning

confidence: 99%

Continuous learning in multiple sclerosis care: a qualitative study of the expanded learning model for systems

Ravyn¹,

Goodwin²,

Lowney³

2019

Int J Med Educ

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ObjectivesThis study characterized how an online continuing education activity affected knowledge, attitudes, and practices of healthcare professionals who care for patients with multiple sclerosis (MS) and whether those changes reflected theorized translational mechanisms proposed in The Expanded Learning Model for Systems (TELMS). MethodsThis preliminary study used semi-structured interviews (thematic analysis) to assess whether and how translational mechanisms underpinning the TELMS theory might be revealed in learners’ attitudes and practice behavior. Eighteen participants (primarily neurologists and nurses) were interviewed by telephone or online. Thematic analysis identified relevant themes according to sensitizing concepts derived from TELMS and the recognition of emergent themes.ResultsTextual interpretation of interview data revealed that MS providers act in various scenarios that validate the principles of TELMS model of learning engagement. Further, elements of translational mechanisms proposed by TELMS were consistently observed in the narrative reflections. Emergent themes included the importance of practices such as goal setting, coordination of care, systems-level MS care, and economic considerations. Practitioners particularly drew on ideas from TELMS when facing challenges in diverse cultural and sociocultural settings.ConclusionsWe identified mechanisms of change reflected in the TELMS model that is useful for the design and evaluation of future educational activities. These include attitudes and beliefs about the application of evidence-aligned MS care, as well as the commitment to multidisciplinary strategies, enhanced coordination of care, and promotion of systems-based changes. Future studies are needed to further validate the TELMS model.

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“…A recent study of the relationship between reflection and behavior change in continuing medical education provides further evidence in this regard (Ratelle et al, 2017). In a cohort study of attendees at a continuing medical education course at a national hospital, 223 participants rated the level of reflection that was generated from them in relation to each presentation they attended, and formulated commitment-to-change statements at the conclusion of each course.…”

Section: Facilitating Learning Through Commitments To Change (Ctcs)mentioning

confidence: 96%

“…In addition, higher reflection scores were related to the greater availability of opportunities for audience response and the use of clinical case illustrations. The researchers concluded that “we found that reflection strongly correlates with CTC” and that “continuing education curricula that stimulate reflections may actually promote positive patient care behaviors” (Ratelle et al, 2017, p. 166).…”

Section: Facilitating Learning Through Commitments To Change (Ctcs)mentioning

confidence: 99%

Advancing the assessment of professional learning, self-care, and competence.

Neimeyer

Taylor

2019

Professional Psychology: Research and Practice

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Advances in the empirical study of continuing education in professional psychology rely on the development and utilization of measurements that assess key aspects of learning, the translation of that learning into practice, and the development of ongoing professional competence. This article describes 4 such instruments. Each measure is designed to target an element that is critical to the overall processes and objectives of continuing education. These include measures to enhance professional learning, to assess an ongoing commitment to lifelong learning, to measure levels of professional self-care, and to assess foundational, functional, and continuing competencies among professional psychologists. This article discusses each of these measures, reviews the developing literatures surrounding them, and identifies contexts in which they might be useful in the ongoing study of continuing education and continuing professional development. Copies of all 4 scales are included in the Appendixes to encourage their further use in advancing the literatures on continuing professional development and competence.

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Relationships Between Reflection and Behavior Change in CME

Abstract: To our knowledge, this is the first study to show a relationship between participant reflection and CTC in conference-based CME. Presentations that incorporate clinical cases and audience response systems seem to stimulate participant reflection and behavior change.

Cited by 14 publications

References 28 publications

Exploring the impact of continuing education mandates: A longitudinal look.

Exploring the impact of continuing education mandates: A longitudinal look.

Continuous learning in multiple sclerosis care: a qualitative study of the expanded learning model for systems

Advancing the assessment of professional learning, self-care, and competence.

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