Abstract
A mixed methods research (sequential explanatory design) studied the potential of mining the data from the consumers of continuing medical education (CME) programs, for the developers of CME programs. The quantitative data generated by family physicians, through applying the information assessment method to CME content, was presented to key informants from the CME planning community through a qualitative description study.The data were revealed to have many potential applications including supporting the creation of CME content, CME program planning and personal learning portfolios.
Highlights
METHODSParticipation in continuing medical education (CME) activities is a basic element of self-regulation in the medical profession
Two patterns emerged from the quantitative data: (i) low learning and motivation to learn more while the highlight was rated as highly relevant and (ii) high learning and motivation to learn more with low clinical relevance
Quantitative data from the information assessment method (IAM) tool was interpreted by six continuing professional development (CPD) experts during structured telephone interviews
Summary
METHODSParticipation in CME activities is a basic element of self-regulation in the medical profession. This is important in a specialty as clinically broad based and diverse in practice as Family Medicine. CME programs have traditionally based the assessment of learning needs on internally driven unguided self-assessments.
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