Why physicians attend traditional CME programs

Richards, Robert K.; Cohen, Rita M.

doi:10.1097/00001888-198006000-00001

Cited by 16 publications

(16 citation statements)

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“…The type of information, its mode and time of presentation in the lecture and the seating position of the students all appear to have an effect on recall. Although lectures are not highly regarded by educationalists (Miller, 1962), they are nevertheless the main channel of information for the pre‐clinical medical student and still appear to be preferred by doctors to other educational methods (Richards & Cohen, 1980). Indeed there is recent evidence that, for teaching‐learning purposes, lectures are as effective as self‐instruction approaches although the latter appear to provide relatively more benefit for more able students (Abraham, Dhume & Diniz, 1981).…”

Section: Discussionmentioning

confidence: 99%

Recall of lecture information: a question of what, when and where

et al. 1982

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In this paper we report on a study in which both immediate and long-term (4-month delay) recall of lecture information was tested in a group of preclinical medical students. Comparisons were made of the recall of visually and verbally presented lecture information and of information presented during different time periods in the lecture. A clear superiority of visual information over verbal information was found in both immediate and long-term recall. Information presented between the fifteenth and thirtieth minutes of the lecture was recalled best whereas the worst recall was found for information presented in the first 15 minutes. The seating position of the student in the lecture theatre was also found to be associated with the level of immediate recall but this may be a reflection of motivational factors which determine where students choose to sit rather than of seating position per se. The overall pattern of results indicate that the level of recall of lecture information by medical students is therefore a function of what type of information is presented, when during the lecture it is presented and where the student sits in the lecture theatre.

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Section: Discussionmentioning

confidence: 99%

Recall of lecture information: a question of what, when and where

et al. 1982

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“…Medical educators strive to inspire students to be learners for life, to be responsible for identifying their learning needs, to select quality learning activities, and to critically evaluate performance outcomes 9 . Many believe this process is crucial to the ongoing maintenance of competence and to the quality of future medical practice 10 , 11 …”

Section: Discussionmentioning

confidence: 99%

An Internet-based learning portfolio in resident education: the KOALA? multicentre programme

et al. 2000

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“…ference bemeen perceived and expected comp e t e n q scores. 9 We have defined differences in scores averaging at least one scale unit to represent significant CME needs. The relationship bemeen these data and the level of reported management ability is shown in Figure 1.…”

Section: Methodsmentioning

confidence: 99%

Rheumatology in primary care physicians' practice implications for continuing education

Bashook

Levinson

Sandlow

et al. 1987

J. Contin. Educ. Health Prof.

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The CME needs and degree of competency in managing 2 8 rheumatic disorders were assessed in a 20 percent strat@ed random sample of Illinois-based The inadequacy of training in rheumatology in both undergraduate and graduate medical education has been documented2-8 and suggests the existence of a wide variety of CME needs in rheumatology among primary care physicians. The survey reported here was undertaken to determine whether practicing physicians perceive these educational needs and whether current CME can satisfactorily meet the needs.In the literature of CME, learning needs are "identified deficiencies in medical care -a gap or discrepancy between what a physician knows or does and what he should know or dol'9 Assessment of physicians' learning needs usually is limited to the physicians' own perceptions of their needs. These perceived learning needs are not considered to be demonstrated, or "true," learning needs; i.e., needs "more objectively determined by independent assess-01987 by The

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Why physicians attend traditional CME programs

Cited by 16 publications

References 0 publications

Recall of lecture information: a question of what, when and where

Recall of lecture information: a question of what, when and where

An Internet-based learning portfolio in resident education: the KOALA? multicentre programme

Rheumatology in primary care physicians' practice implications for continuing education

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