Learning Models & Theory Archives - Page 70 of 78

Continuing education meetings and workshops: effects on professional practice and health care outcomes (Review)

In this update, we examined the effects of continuing education meetings on professional practice and patient outcomes. We also investigated factors that might influence the effectiveness of educational meetings. We used methods that have been developed by the Cochrane Effective Practice and Organisation of Care (EPOC) Group (Grimshaw 2003) since the previous review ( O’Brien 2001).

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: Intended Practice Changes and Barriers among Primary Care Providers

Background. The purpose of accredited CME has recently been enhanced to change competence, performance or patient outcomes. In addition, CME providers seeking accreditation with commendation are required to implement educational strategies to remove, overcome or address barriers to physician change. However, current methods to measure intended changes in practice and

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: Commitment to change instrument enhances program planning, implementation, and evaluation.

Abstract INTRODUCTION: This study investigates the use of a commitment to change (CTC) instrument as an integral approach to continuing medical education (CME) planning, implementation, and evaluation and as a means of facilitating physician behavior change. METHODS: Descriptive statistics and grounded theory methods were employed. Data were collected from 20 consecutive CME programs. Physicians

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Commitment to change statements can predict actual change in practice.

Abstract INTRODUCTION: Statements of commitment to change are advocated both to promote and to assess continuing education interventions. However, most studies of commitment to change have used self-reported outcomes, and self-reports may significantly overestimate actual performance. As part of an educational randomized controlled trial, this study documented changes that family physicians committed

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Commitment to Practice Change: An Evaluator’s Perspective

Abstract A commitment to practice change (CTC) approach may be used in educational program evaluation to document practice changes, examine the educational impact relative to the instructional focus, and improve understanding of the learning-to-change continuum. The authors reviewed various components and procedures of this approach and discussed some practical aspects of

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Effectiveness of commitment contracts in facilitating change in continuing medical education intervention

Abstract The purpose of this study was to determine whether physicians who committed themselves to making changes in clinical practice following a continuing medical education (CME) course were more likely to change than those not asked to make such a commitment. Physicians participating in a short course in geriatrics were randomly

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: Requesting a commitment to change: conditions that produce behavioral or attitudinal commitment.

Abstract There is a lack of clarity in the conceptualization of commitment underlying the commitment to change (CTC) procedure used by organizers of continuing education in the health professions. This article highlights the two distinct conceptualizations of commitment that have emerged in the literature outside health care education and practice. The

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Resources

ABSTRACT: Effects of a signature on rates of change: a randomized controlled trial involving continuing education and the commitment-to-change model.

Abstract PURPOSE: Physicians frequently are asked to sign commitments to change practice, based upon their involvement in continuing medical education (CME) activities. Although use of the commitment-to-change model is increasingly widespread in CME, the effect of signing such commitments on rates of change is not well understood. METHOD: Immediately after a CME session, 110

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: translating theory into practice.

Abstract OBJECTIVES: To describe the development and implementation process and assess the effect on self-reported clinical practice changes of a multidisciplinary, collaborative, interactive continuing medical education (CME)/continuing education (CE) program on chronic obstructive pulmonary disease (COPD). METHODS: Multidisciplinary subject matter experts and education specialists used a systematic instructional design approach and collaborated with the

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Informatics & Analysis, Learning Models & Theory, Manuscript, Medical Education, Resources

MANUSCRIPT: The impact on medical practice of commitments to change following CME lectures: A randomized controlled trial

Abstract Background: Self-reported commitment to change (CTC) could be a potentially valuable method to address the need for continuing medical education (CME) to demonstrate clinical outcomes. Aim: This study determines: (1) are clinicians who make CTCs more likely to report changes in their medical practices and (2) do these changes persist over time? Methods: Intervention

Posted on 15 Mar 2013
By Brian S McGowan, PhD
In Abstract, Informatics & Analysis, Learning Models & Theory, Manuscript, Resources

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Category : Learning Models & Theory

Continuing education meetings and workshops: effects on professional practice and health care outcomes (Review)

MANUSCRIPT: Intended Practice Changes and Barriers among Primary Care Providers

ABSTRACT: Commitment to change instrument enhances program planning, implementation, and evaluation.

ABSTRACT: Commitment to change statements can predict actual change in practice.

ABSTRACT: Commitment to Practice Change: An Evaluator’s Perspective

ABSTRACT: Effectiveness of commitment contracts in facilitating change in continuing medical education intervention

ABSTRACT: Requesting a commitment to change: conditions that produce behavioral or attitudinal commitment.

ABSTRACT: Effects of a signature on rates of change: a randomized controlled trial involving continuing education and the commitment-to-change model.

MANUSCRIPT: Effect of a primary care continuing education program on clinical practice of chronic obstructive pulmonary disease: translating theory into practice.

MANUSCRIPT: The impact on medical practice of commitments to change following CME lectures: A randomized controlled trial

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