Workshop versus lecture in CME: Does physician learning method preference make a difference?

Abstract

Is learning enhanced when the continuing medical education (CME) intervention corresponds to the physician's preferred learning method? Eighty-eight primary care community-based physicians were involved in this study. Each physician attended one of three 2-day CME programs based on a needs assessment of community-based primary care physicians. Each program consisted of both plenary lectures and workshops. Learning method preference and demographic profile were captured by an individual electronic touch pad that allowed each physician's responses to be uniquely identified by the system. A pre- and posttest for each workshop and each lecture was carried out. Responses were noted via touch pad. Mean test score improvement occurred for each intervention and was statistically significant for 12 of 14 interventions. Mean test score improvements for workshops and for lectures were not different. Mean test score improvements were not affected by physician learning method preference. These results are not explained by gender, year of graduation, or rural/urban differences of physicians. Contrary to our hypothesis, our data suggest that physicians do not necessarily learn more when the type of CME intervention is concordant with their preferred learning methods. Further, workshops, small groups, and other interactive CME activities may not always be more effective than didactic methods such as lectures. Further study is warranted. In the meantime, it may be more efficient for CME teachers and providers to use methods with which they are comfortable or that they consider more appropriate to the content.