Abstract
Extensive resources are expended attempting to change clinical practice; however, determining the effects of these interventions can be challenging. Traditionally, frameworks to examine the impact of educational interventions have been hierarchical in their approach. In this article, existing frameworks to examine medical education initiatives are reviewed and a novel ‘7Is framework’ discussed. This framework contains seven linearly sequenced domains: interaction, interface, instruction, ideation, integration, implementation, and improvement. The 7Is framework enables the conceptualization of the various effects of an intervention, promoting the development of a set of valid and specific outcome measures, ultimately leading to more robust evaluation.
Highlights
Medical professionals are always learning, whether in a formal sense via continuing medical education (CME) or as a result of their regular interaction with clinical cases [1,2,3]
The variable of ongoing informal learning can be a confounding factor that complicates determining the effectiveness of CME because it is difficult to control for in statistical analysis
Frameworks through which to explore the impact of educational interventions exist and are consistently being developed and refined
Summary
Medical professionals are always learning, whether in a formal sense via continuing medical education (CME) or as a result of their regular interaction with clinical cases [1,2,3]. I would like to propose a model of learning evaluation named the ‘7Is framework’ based on a new paradigm of evaluation using a linear approach rather than a vertical or hierarchical approach. This framework was developed on the basis of the recommendations identified from a literature review. 2015, National Health Personnel Licensing Examination Board of the Republic of Korea
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