Establishing priorities for hospital education.
INTRODUCTION: Integrating the emerging evidence base for medicine, measuring quality of care, reducing medical errors, and understanding the managed care environment all present new challenges to the processes and outcomes of hospital education. Establishing priorities for hospital-based education i...
| Publicado en: | Journal of Continuing Education in the Health Professions Vol. 22; no. 3; pp. 181 - 187 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Summer2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106976032&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106976032 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08941912 9O0 jtl: Journal of Continuing Education in the Health Professions issn: 08941912 maglogo: N pubinfo: dt: Summer2002 vid: 22 iid: 3 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 106976032 2002153248 10.1002/chp.1340220307 NLM12227240 106976032 ppf: 181 ppct: 6 formats: tig: atl: Establishing priorities for hospital education. aug: au: Hotvedt MO Laskowski RJ affil: Center for Educational Development and Support, Lehigh Valley Hospital, PO Box 7017, 17th and Chew Streets, Suite 601, Allentown, PA 18105-7017 sug: subj: Learning Methods Teaching Methods Education, Continuing Staff Development Instructors Questionnaires Pilot Studies Continuing Education Providers Education Department Personnel, Health Facility Education Hospitals Human ab: INTRODUCTION: Integrating the emerging evidence base for medicine, measuring quality of care, reducing medical errors, and understanding the managed care environment all present new challenges to the processes and outcomes of hospital education. Establishing priorities for hospital-based education is critical as cost containment measures influence education budgets. This article examines the learning modalities preferred by health care educators in their own educational experiences and the implications of preferences for newly emerging roles in hospital education. METHODS: To determine if a typology based on learning modalities has utility for helping health care educators establish priorities, a pilot study was conducted using three groups of health care educators. Subjects in the pilot study completed a questionnaire that asked them to list three examples of their most important recent learning experiences. RESULTS: Sixty-six subjects reported 181 learning experiences. These 181 learning experiences were divided into four learning modalities displayed in a 2 x 2 matrix based on 'motivation' and 'management' of learning as follows: 97 in problem solving, 52 in training, 16 in schooling, and 16 in hobbying. DISCUSSION: From this study, it appears that problem solving is the prime learning modality of adults in health care, and departments of hospital education would be well advised to focus on practical learning and problem solving when developing their educational activities. This finding supports the use of selected modalities of education in meeting the new challenges of hospital education. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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