Using a Quasi-Experimental Research Design to Assess Knowledge in Continuing Medical Education Programs

Autor/inn/en	Markert, Ronald J.; O'Neill, Sally C.; Bhatia, Subhash C.
Titel	Using a Quasi-Experimental Research Design to Assess Knowledge in Continuing Medical Education Programs
Quelle	In: Journal of Continuing Education in the Health Professions, 23 (2003) 3, S.157-161 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.1340230306
Schlagwörter	Pretests Posttests; Skill Development; Research Design; Research Methodology; Physicians; Intervention; Pediatrics; Pain; Nurses; Control Groups; Quasiexperimental Design; Medical Education; Health Occupations; Sample Size; Effect Size + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsdesign; Research method; Forschungsmethode; Physician; Doctor; Arzt; Klinische Sozialpädiatrie; Schmerz; Medizinische Ausbildung; Gesundheitsberuf
Abstract	Introduction: The objectives of continuing medical education (CME) programs include knowledge acquisition, skill development, clinical reasoning and decision making, and health care outcomes. We conducted a yearlong medical education research study in which knowledge acquisition in our CME programs was assessed. Method: A randomized separate-sample pretest/post-test design, a quasi-experimental technique, was used. Nine CME programs with a sufficient number of participants were identified a priori. Knowledge acquisition was compared between the control group and the intervention group for the nine individual programs and for the combined programs. Results: A total of 667 physicians, nurses, and other health professionals participated. Significant gain in knowledge was found for six programs: Perinatology, Pain Management, Fertility Care 2, Pediatrics, Colorectal Diseases, and Alzheimer's Disease (each p less than 0.001). Also, the intervention group differed from the control group when the nine programs were combined (p less than 0.001), with an effect size of 0.84. Discussion: The use of sound quasi-experimental research methodology (separate-sample pretest/post-test design), the inclusion of a representative sample of CME programs, and the analysis of nearly 700 subjects led us to have confidence in concluding that our CME participants acquired a meaningful amount of new knowledge. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10