The effectiveness of continuing medical education: A quantitative synthesis

Beaudry, Jeffrey S.

doi:10.1002/chp.4750090414

Cited by 56 publications

(27 citation statements)

References 25 publications

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“…They were categorised as focusing on broad strategies (such as the dissemination and implementation of guidelines 5 6 99–11 ), continuing medical education, 12 13 particular strategies (such as audit and feedback, 14 15 computerised decision support systems, 16 17 or multifaceted interventions18), particular target groups (for example, nurses19 or primary healthcare professionals20), and particular problem areas or types of behaviour (for example, diagnostic testing,15 prescribing,21 or aspects of preventive care 15 6 22 – 25 ). Most primary studies were included in more than one review, and some reviewers published more than one review.…”

Section: Resultsand Assessment Of Systematic Reviewsmentioning

confidence: 99%

“…12 17 19 23 25 The appropriateness of meta-analysis in three of these reviews is uncertain, 12 17 19 and the reviews should be considered exploratory at best, given the broad focus and heterogeneity of the studies included in the reviews with respect to the types of interventions, targeted behaviours, contextual factors, and other research factors 2…”

Section: Resultsand Assessment Of Systematic Reviewsmentioning

confidence: 99%

See 1 more Smart Citation

Getting research findings into practice: Closing the gap between research and practice: an overview of systematic reviews of interventions to promote the implementation of research findings

Bero¹,

Grilli²,

Grimshaw³

et al. 1998

BMJ

2,043

1,499

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Section: Resultsand Assessment Of Systematic Reviewsmentioning

confidence: 99%

Section: Resultsand Assessment Of Systematic Reviewsmentioning

confidence: 99%

Getting research findings into practice: Closing the gap between research and practice: an overview of systematic reviews of interventions to promote the implementation of research findings

Bero¹,

Grilli²,

Grimshaw³

et al. 1998

BMJ

2,043

1,499

View full text Add to dashboard Cite

“…' There have been suggestions that a more structured approach to postgraduate education, by the introduction of 'personal learning plans' (PLP) which tailor the educational requirements to areas identified by the practitioners, would be of benefit to GDPs and patients. Beaudry 17 carried out an extensive meta-analysis of reports of CME programmes, and found that significant improvement in educational output resulted when delegates had undertaken a programme planning exercise identifying learning gaps by formal needs assessment. Grant and Stanton 18 in an extremely comprehensive report of continuing education in general medical practice, similarly reported that needs assessment is essential for effective educational outcomes.…”

Section: N B R I E Fmentioning

confidence: 99%

Personal learning plans for general dental practitioners, a Scottish experience. Part 1

Walker

Carrotte

Dodd³

et al. 2003

Br Dent J

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“…Firstly, only a few quantitative studies provide objective evidence of the effectiveness of continuing medical education programmes in changing physician performance or health care 1 2 3 4. Secondly, many such studies do not address scientific criteria for the evaluation of educational events such as the use of control groups, methods of randomisation, adequate statistical analysis of results, and internal and external validity 5 6…”

Section: Introductionmentioning

confidence: 99%

Why general practitioners and consultants change their clinical practice: a critical incident study

Allery¹,

Owen

Robling³

1997

BMJ

148

103

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Objective: To describe the complete range of factors which doctors recognise as changing their clinical practice and provide a measure of how often education is involved in change. Design: Interviews using the critical incident technique. Setting: Primary and secondary care. Subjects: Random sample of 50 general practitioners and 50 consultants. Main outcome measures: Categories of reasons for change in clinical practice. Results: Doctors described 361 changes in clinical practice, with an average of 3.0 reasons per change. The three most frequently mentioned reasons were organisational factors, education, and contact with professionals, together accounting for 47.9% of the total number of reasons for change. Education accounted for one sixth (16.9%) of the reasons for change and was involved in one third (37.1%) of the changes. Education was seldom mentioned as a reason for change in referral practice but was more often mentioned in management and prescribing changes. Consultants were influenced by medical journals and scientific conferences, while general practitioners were more influenced by medical newspapers and postgraduate meetings. Conclusions: Education is involved in about a third of changes in clinical practice. The wide range of other factors affecting changes in practice need to be taken into account in providing and evaluating education. The role of education in the numerous changes in clinical practice that currently have no educational component should also be considered.

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The effectiveness of continuing medical education: A quantitative synthesis

Cited by 56 publications

References 25 publications

Getting research findings into practice: Closing the gap between research and practice: an overview of systematic reviews of interventions to promote the implementation of research findings

Getting research findings into practice: Closing the gap between research and practice: an overview of systematic reviews of interventions to promote the implementation of research findings

Personal learning plans for general dental practitioners, a Scottish experience. Part 1

Why general practitioners and consultants change their clinical practice: a critical incident study

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