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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
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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
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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
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ABSTRACT: Unanticipated learning outcomes associated with commitment to change in continuing medical education

Abstract INTRODUCTION: Educator-derived, predetermined instructional objectives are integral to the traditional instructional model and form the linkage between instructional design and postinstruction evaluation. The traditional model does not consider unanticipated learning outcomes. We explored the contribution of learner-identified desired outcomes compared with learner outcomes that were not named in the instructional design. METHOD: This
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ABSTRACT: Information about barriers to planned change: a randomized controlled trial involving continuing medical education lectures and commitment to change.

Abstract PURPOSE: To determine whether practicing physicians receiving only clinical information at a traditional continuing medical education (CME) lecture (control group) and physicians receiving clinical information plus information about barriers to behavioral change (study group) would alter their clinical behaviors at the same rate. METHOD: In a randomized controlled trial, the investigators matched 13
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