Toward Practice-Based Continuing Education Protocols: Using Testing to Help Physicians Update Their Knowledge.
Introduction: Using assessment to facilitate learning is a well-established priority in education but has been associated with variable effectiveness for continuing professional development. What factors modulate the impact of testing in practitioners are unclear. We aimed to improve capacity to sup...
| Publicado en: | Journal of Continuing Education in the Health Professions Vol. 40; no. 4; pp. 248 - 257 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Fall2020
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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=148023663&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148023663 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: Fall2020 vid: 40 iid: 4 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 148023663 148023663 148023663 10.1097/CEH.0000000000000316 148023663 ppf: 248 ppct: 9 formats: tig: atl: Toward Practice-Based Continuing Education Protocols: Using Testing to Help Physicians Update Their Knowledge. aug: au: Armson, Heather Roder, Stefanie Wakefield, Jacqueline Eva, Kevin W. affil: Professor, Department of Family Medicine; Assistant Dean, Office of Continuing Medical Education and Professional Development, Cumming School of Medicine, University of Calgary, Calgary, AB sug: subj: Education, Continuing Protocols Support, Psychosocial Learning Physician Attitudes Physicians, Family Family Practice Needs Assessment Pretest-Posttest Design Canada Feedback Professional Development Professional Knowledge Multi-Stage Cluster Analysis of Variance Descriptive Statistics Male Female Psychometrics Odds Ratio Confidence Intervals Human Male Female ab: Introduction: Using assessment to facilitate learning is a well-established priority in education but has been associated with variable effectiveness for continuing professional development. What factors modulate the impact of testing in practitioners are unclear. We aimed to improve capacity to support maintenance of competence by exploring variables that influence the value of web-based pretesting. Methods: Family physicians belonging to a practice-based learning program studied two educational modules independently or in small groups. Before learning sessions they completed a needs assessment and were assigned to either sit a pretest intervention or read a relevant review article. After the learning session, they completed an outcome test, indicated plans to change practice, and subsequently documented changes made. Results: One hundred twelve physicians completed the study, 92 in small groups. The average lag between tests was 6.3 weeks. Relative to those given a review article, physicians given a pretest intervention: (1) reported spending less time completing the assigned task (16.7 versus 25.7 minutes); (2) performed better on outcome test questions that were repeated from the pretest (65.9% versus 58.7%); and (3) when the learning module was completed independently, reported making a greater proportion of practice changes to which they committed (80.0% versus 45.0%). Knowledge gain was unrelated to physicians' stated needs. Discussion: Low-stakes formative quizzes, delivered with feedback, can influence the amount of material practicing physicians remember from an educational intervention independent of perceptions regarding the need to engage in continuing professional development on the particular topic. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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