Accepted Type
Dedicated Poster
Code
P2 - 05
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
MINI ABSTRACT DESCRIPTION
This scoping review updates the literature on uses of objective evaluations to assess physicians' unperceived learning needs in CME/CPD. Two prominent gaps were identified: (1) performance-based assessment strategies are highly recommended in non-research articles yet have low levels of implementation in published studies and (2) analysis of secondary data through patient input or environmental scanning is emphasized in grey literature implementation strategies more so than in peer-reviewed theoretical and research articles.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Poster
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Research Assistant
Affiliation
Title
Strategies to assess unperceived educational needs of physicians: A Scoping Review
Length of Presentation
Background/Purpose
Assessing needs prior to developing continuing medical education (CME) programs is a crucial step in the education process. A previous systematic literature review (Myers 1999) described a lack of objective evaluation for learning needs assessments in primary care physicians. This scoping review updates the literature on objective strategies to assess physicians' unperceived needs in CME.
Methods
The scoping review approach by Arksey and O'Malley (2005) was used to systematically map the literature on approaches to unperceived needs assessment. Academic literature was searched using electronic databases Ovid MEDLINE, EMBASE, ERIC and Cochrane. Grey literature was searched using a Google Custom Search Engine following the Grey Matters protocol. Focus was on physicians in a CME context.
Results
The search identified 2403 articles, 76 articles were identified for inclusion in the study (54 research, 10 theoretical, 12 grey literature). Research studies predominantly reported knowledge assessment strategies (multiple-choice tests), where theoretical literature promoted performance evaluations (chart audits) and the grey literature emphasized secondary data assessment approaches (environmental scans).
Conclusion
Performance-based assessment strategies are highly recommended in non-research articles yet have low levels of implementation in published studies. In grey literature, analysis of secondary data through patient input or environmental scanning is emphasized more so than in peer-reviewed theoretical and research articles. These gaps between theory-based recommendations and research studies are likely due to resource constraints rather than lack of awareness. Future evaluations should incorporate multiple needs assessment strategies and make assessments actionable by describing the implementation process and resource management.
Keyword 1
Unperceived needs
Keyword 2
Physician learning needs
Keyword 3
Practice gaps
Level of Training
CPD (faculty development, CME)
Abstract Themes
Continuing Medical Education
Additional Theme (First choice)
Assessment
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Heather Armson
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
