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Related Experiment Videos

Planning continuing medical education activities.

F C Pennington

    The Western Journal of Medicine
    |June 1, 1978
    PubMed
    Summary
    This summary is machine-generated.

    This study reviews adult education and continuing medical education (CME) program development, proposing a dynamic alternative model. This model emphasizes planner interaction and iterative selection of instructional activities for learner change.

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    Michigan medicine·1978
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    New York state journal of medicine·1977
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    Michigan medicine·1977
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    Needs assessment--use of existing data resources.

    Annual Conference on Research in Medical Education. Conference on Research in Medical Education·1977

    Area of Science:

    • Adult Education
    • Continuing Medical Education (CME)
    • Instructional Design

    Background:

    • A dominant, single approach influences program development in adult education and CME.
    • This prevailing model exhibits several inherent weaknesses in its underlying assumptions.

    Purpose of the Study:

    • To propose an alternative program development model for adult education and CME.
    • To highlight the importance of planner interaction with stakeholders in instructional design.

    Main Methods:

    • Review of program development literature.
    • Examination of assumptions within existing instructional design models.
    • Synthesis of research, experience, and expert discussions.

    Main Results:

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    • Identified weaknesses in the traditional instructional design approach.
    • Proposed a dynamic model emphasizing iterative selection of activities.
    • Highlighted the crucial role of planner interaction with learners, colleagues, and external agencies.

    Conclusions:

    • Program development is a dynamic process of selecting optimal instructional activities.
    • The proposed model enhances instructional design by integrating stakeholder input.
    • Effective CME planning focuses on immediate learner impact and practice behavior change.