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Impact studies in continuing education for health professions: update
Mary Kathryn Robertson1, Karl E Umble, Ronald M Cervero
1Department of Adult Education, University of Georgia, 143 Highland Park Dr., Athens, GA 30605, USA.
The Journal of Continuing Education in the Health Professions
|October 8, 2003
Summary
Continuing education (CE) in health professions can improve outcomes, but effectiveness depends on program design and context. Future research should consider these factors for better impact.
Area of Science:
- Medical Education Research
- Health Professions Education
- Evidence-Based Practice
Background:
- Critiques research syntheses on continuing education (CE) in health professions.
- Examines the questions and methods used in CE research.
- Summarizes findings and offers recommendations for future CE research and practice.
Purpose of the Study:
- To critique research synthesis methodologies in health professions CE.
- To summarize the evidence on CE effectiveness and impact.
- To provide recommendations for enhancing future CE research and practice.
Main Methods:
- Identified 15 research syntheses published after 1993.
- Included syntheses that reviewed primary CE studies.
- Focused on studies examining health professional performance and patient health outcomes.
Main Results:
- Wave One syntheses (n=3) established a general link between CE and improved outcomes.
- Wave Two syntheses (n=12) identified moderators, exploring "What kinds of CE are effective?"
- CE is effective when ongoing, interactive, contextually relevant, and needs-based.
Conclusions:
- Continuing education demonstrably improves knowledge, skills, attitudes, behavior, and patient outcomes.
- Effective CE programs are characterized by ongoing, interactive, needs-based, and contextually relevant design.
- Understanding the differential impacts of CE requires consideration of program context.