A Conceptual Framework for Planning and Evaluating Continuing Education in the Health Professions.

Autor/inn/en	Hajek, Anna Marie; und weitere
Titel	A Conceptual Framework for Planning and Evaluating Continuing Education in the Health Professions.
Quelle	(1984), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Allied Health Occupations Education; Continuing Education; Educational Objectives; Educational Planning; Evaluation Methods; Health Personnel; Medical Education; Models; Outcomes of Education; Participant Satisfaction; Postsecondary Education; Program Effectiveness; Program Evaluation; Program Improvement; Research Methodology; Research Needs; Research Reports; Vocational Education + Suchen Sie Ihr Suchwort? Weiterbildung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Medizinisches Personal; Medizinische Ausbildung; Analogiemodell; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Forschungsbedarf; Research report; Forschungsbericht; Ausbildung; Berufsbildung
Abstract	The themes that emerge from a review of the literature on continuing education (CE) in the health professions fail either to describe the CE phenomenon adequately or to explain the disappointing results reported from CE evaluation studies. This represents a simplistic and incomplete view of CE and the effects of CE experiences. The major objective of this project was to develop a conceptual framework for the planning and evaluation of CE in the health professions that was based on a more complete understanding of the components of CE and an open systems view for describing outcome data. The initial step of this process was the critical analysis of the complex concept of CE using Guttman's facet theory and mapping sentence technique. This was followed by the integration of the conceptual definition of CE with a system view of human behavior based on the work of Brunswik. The model presented might be useful in the planning of CE experiences to insure that potential anticipated outcomes are realistic for the type (category) of program developed. In addition, using the model to design CE impact evaluation studies can help identify a range of questions to ask and thereby suggest to the evaluator appropriate data collection strategies. Finally, it might be useful to apply the model to the analysis of impact data collected as a way to bring to light information that can explain the mismatch between potential and actual program outcomes that is often reported in the literature. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01