Assessing The Gap Between Current And Desirable Needs In Tums* Cme Unit: Participants' Viewpoints

AUTHORS

Majid Shirazi 1 , * , AA Zeinaloo 2 , A Sabouri Kashani 3 , F Alaeddini 4

1 Faculty member of Tehran University of Medical Sciences.

2 Associate Professor, Tehran University of Medical Sciences.

3 Assistant Professor, Tehran University of Medical Sciences.

4 Deputy of Research, National Centre for Research.

How to Cite: Shirazi M, Zeinaloo A, Sabouri Kashani A, Alaeddini F. Assessing The Gap Between Current And Desirable Needs In Tums* Cme Unit: Participants' Viewpoints, J Med Edu. 2004 ; 5(1):e105087. doi: 10.22037/jme.v5i1.817.

ARTICLE INFORMATION

Journal of Medical Education: 5 (1); e105087
Published Online: March 09, 2009
Article Type: Research Article
Received: March 09, 2009
Accepted: March 09, 2009
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Abstract

Background: Given the limited resources for medical education it seems reasonable to specify the exact educational needs and make sure that these needs are met. In this respect determining priorities and appropriate educational strategies and teaching methods allows for optimum use of limited available resources.Purpose: To determine the perceived educational priorities and effective educational methods for five groups of medical care providers with respect to their views.Method: A cross-sectional study was conducted to determine the perceived knowledge, and preferences of the participants. Five valid and reliable questionnaires were developed, verified by 4 CME experts, filled out during the planned programs and on receiving their temporary of final certificates by each participant in the relevant subgroup. SPSS 9.0 was used for the analysis of collected data. Results: Of the 3300 medical care providers who received the questionnaires, 2687 filled them out. The overall response rate was 81%. Educational needs based on the priorities in the questionnaires included required educational methods and techniques for the five subgroups and specific priorities for each subgroup. Among the most requested methods were: lectures accompanied by video (54.1%), lectures followed by questions and answers (49.3%), case presentations (37.5%), educational workshops (37.4%), education through the internet (26.4%), conventional lectures (23.9%), morning reports (16.4%), and education in the field (15.1%).Conclusion: Demographic characteristics were relevant to determine educational priorities and learning methods.For the most-preferred learning needs, the five subgroups suggested different topics. The observation suggests that the participants assess their learning needs closely related to their perceived job requirements.However, these perceived needs may not be well related to the participants, actual level of knowledge or skill.

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  • © 2004, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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