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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
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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.

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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.