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Related Experiment Videos

Improving the learning needs survey by using four approaches.

James A Allan1, Di Schaefer, Nigel Stocks

  • 1Department of General Practice, University of Adelaide, South Australia. james.allen@adelaide.edu.au

Australian Family Physician
|February 25, 2005
PubMed
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A survey of general practitioners identified key learning needs in areas like dermatology and practice management. This research highlights effective methods for continuing education planning despite a low response rate.

Area of Science:

  • Continuing Medical Education
  • General Practice Research
  • Healthcare Professional Development

Background:

  • Continuing education programs for healthcare professionals rely on learning needs analyses.
  • Traditional questionnaires for these analyses often lack validity, relevance, breadth, and detail.
  • This study evaluated a novel questionnaire approach for assessing general practitioners' learning needs.

Purpose of the Study:

  • To assess the effectiveness of a new questionnaire in identifying learning needs among general practitioners.
  • To compare different questioning strategies within the questionnaire.
  • To inform the planning of continuing education programs for general practitioners.

Main Methods:

  • A questionnaire with 104 topics was administered to approximately 1762 general practitioners.

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  • The questionnaire employed open-ended questions and sought specific information on desired learning topics.
  • Distribution was facilitated by The Royal Australian College of General Practitioners and regional divisions.

    • Main Results:

    • A response rate of 33% (578 responses) was achieved.
    • Different survey strategies revealed distinct learning needs.
    • Top-ranked learning topics included dermatology, complementary medicine, psychiatry, and business/practice management.

    Conclusions:

    • The survey successfully identified broad areas of learning needs for general practitioners.
    • Despite a low response rate, the findings offer valuable insights for educational planning.
    • The questionnaire approach proved effective in gathering relevant information on professional development priorities.