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Impact of Educational Format on Learner Commitment to Change and Satisfaction
Gary C Bird1, Stanley M Kozakowski, Amy Mullins
1Dr. Bird: Education Research and Analytics Strategist, American Academy of Family Physicians. Dr. Kozakowski: Former Medical Education Division Director, American Academy of Family Physicians; Dr. Mullins: Medical Director, Quality and Science, American Academy of Family Physicians; and Ms. Campbell: Senior Manager, Online Education, American Academy of Family Physicians.
The Journal of Continuing Education in the Health Professions
|September 8, 2020
Summary
Active learning in continuing medical education (CME) significantly boosts learner commitment to change practice more than passive methods. Learner satisfaction does not reliably indicate educational effectiveness for improving patient outcomes.
Area of Science:
- Medical Education Research
- Healthcare Professional Development
- Behavior Change Science
Background:
- Continuing Medical Education (CME) aims to improve patient outcomes through learner knowledge and skill enhancement.
- The effectiveness of CME is often measured by learner satisfaction, but its impact on practice change is less understood.
- Active learning strategies may be more effective than passive ones in motivating healthcare professionals to alter their clinical practice.
Purpose of the Study:
- To test the hypothesis that active engagement in CME leads to greater learner commitment to practice change compared to passive learning.
- To evaluate the relationship between different CME educational formats and learner "commitment to change" scores.
- To determine if learner satisfaction is a valid metric for CME educational efficacy.
Main Methods:
- Analysis of nine Continuing Medical Education (CME) program formats from the American Academy of Family Physicians (2015-2017).
- Utilized post-activity learner evaluations to measure both satisfaction and "commitment to change."
- Defined "commitment to change" as the percentage of learners intending to alter their practice post-CME.
Main Results:
- Interactive CME formats incorporating social learning theory yielded the highest "commitment to change" scores.
- Passive educational formats resulted in lower "commitment to change" scores.
- Learner satisfaction scores showed no significant differences across various educational formats.
Conclusions:
- Educational format significantly impacts healthcare professionals' commitment to practice change, with active engagement being more effective.
- Learner satisfaction is not a reliable indicator of CME educational efficacy in promoting behavior change.
- Findings can inform the design of more effective CME programs to drive practice improvements and enhance patient care.
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