Assessing The Gap Between Current And Desirable Needs In Tums* Cme Unit: Participants' Viewpoints

Majid Shirazi; AA Zeinaloo; A Sabouri Kashani; F Alaeddini

doi:10.22037/jme.v5i1.817

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v5i1.817

Assessing The Gap Between Current And Desirable Needs In Tums* Cme Unit: Participants' Viewpoints

Author(s):

Majid Shirazi^1,*,

AA Zeinaloo²,

A Sabouri Kashani³,

F Alaeddini⁴

1Faculty member of Tehran University of Medical Sciences.

2Associate Professor, Tehran University of Medical Sciences.

3Assistant Professor, Tehran University of Medical Sciences.

4Deputy of Research, National Centre for Research.

Journal of Medical Education for Future Demands:Vol. 5, issue 1; e105087

Published online:Mar 09, 2009

Article type:Research Article

Received:Mar 09, 2009

Accepted:Mar 09, 2009

How to Cite:Majid Shirazi, AA Zeinaloo, A Sabouri Kashani, F Alaeddini, Assessing The Gap Between Current And Desirable Needs In Tums* Cme Unit: Participants' Viewpoints.J Med Edu.2009;5(1):e105087.https://doi.org/10.22037/jme.v5i1.817.

Abstract

Background: Given the limited resources for medical education it seems reasonable to specify the exact educational needs and make sure that these needs are met. In this respect determining priorities and appropriate educational strategies and teaching methods allows for optimum use of limited available resources.Purpose: To determine the perceived educational priorities and effective educational methods for five groups of medical care providers with respect to their views.Method: A cross-sectional study was conducted to determine the perceived knowledge, and preferences of the participants. Five valid and reliable questionnaires were developed, verified by 4 CME experts, filled out during the planned programs and on receiving their temporary of final certificates by each participant in the relevant subgroup. SPSS 9.0 was used for the analysis of collected data. Results: Of the 3300 medical care providers who received the questionnaires, 2687 filled them out. The overall response rate was 81%. Educational needs based on the priorities in the questionnaires included required educational methods and techniques for the five subgroups and specific priorities for each subgroup. Among the most requested methods were: lectures accompanied by video (54.1%), lectures followed by questions and answers (49.3%), case presentations (37.5%), educational workshops (37.4%), education through the internet (26.4%), conventional lectures (23.9%), morning reports (16.4%), and education in the field (15.1%).Conclusion: Demographic characteristics were relevant to determine educational priorities and learning methods.For the most-preferred learning needs, the five subgroups suggested different topics. The observation suggests that the participants assess their learning needs closely related to their perceived job requirements.However, these perceived needs may not be well related to the participants, actual level of knowledge or skill.

Keywords

Needs Assessmenet

Continues Medical Education

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Author(s):

Majid Shirazi:[PubMed][Scholar]
AA Zeinaloo:[PubMed][Scholar]
A Sabouri Kashani:[PubMed][Scholar]
F Alaeddini:[PubMed][Scholar]