Evaluating the stages of veterinary practitioner learning for continuing education needs assessment and program...

Area of Science:

• Veterinary Education
• Adult Learning Theory
• Behavioral Science

Background:

• Behavioral change theory posits individuals progress through stages of readiness for change.
• This theory has been adapted into a four-stage model for physician learning in continuing medical education.
• Applying this model to continuing veterinary medical education (CVME) offers a framework for evaluating learning.

Purpose of the Study:

• To test a method utilizing the four-stage learning theory to differentiate between CVME program attendees and non-attendees.
• To assess the impact of a CVME activity on practitioners' movement between learning stages.
• To evaluate the utility of the four-stage learning theory in needs assessment and program evaluation for CVME.

Main Methods:

• A survey incorporating eight clinical scenarios was administered to dairy practitioners.
• The survey assessed learning stages before and after a CVME course for participants, and at a comparable time for non-participants.
• Chi-square contingency table analysis was employed to compare response rates between groups and over time.

Main Results:

• Significant differences in responses were observed between participants and non-participants across six of the eight scenarios (p < 0.10).
• CVME attendees were more inclined to express a need for updated knowledge to address specific clinical problems.
• A notable percentage of participants (31-81%, depending on the scenario) demonstrated a shift in their responses post-course.

Conclusions:

• The four-stage learning theory is a viable tool for conducting CVME needs assessments.
• This theoretical framework aids in understanding participation patterns within CVME programs.
• CVME activities can effectively facilitate practitioners' progression through different stages of learning.