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Volume 10 (3)
Volume 10, Issue 3, 1990 
J Contin Educ Health Prof 1990; 10(3):211-222
MEDICINE
Karen V. Mann, RN R. Wayne Putnam, MD Elizabeth A. Lindsay, PhD David A. Davis, MD A b s t r a c t This paper describes an educational project directed at enhancing physicians' performance of preventive activities, particularly those aimed at lowering patients' cholesterol. The program was developed utilizing a theoretical framework comprised of Bandura's Social Learning Theory (1977), the PRECEDE framework of health education (1980), Glaser's theory of instructional design (1962) and Gagne's task-analysis and conditions of learning (1977). Program objectives were developed to address 1) the knowledge and skills required of family physicians to effectively detect and manage elevated serum cholesterol in their patients, and 2) barriers to their application, as identified in a baseline needs assessment. Objectives were subjected to task-analysis to identify component knowledge and skills. Appropriate conditions for learning these were then determined. Selection of optimal means to help learners to achieve each objective was based on strategies and methods of instruction that are consistent with the theoretical framework described. For example, to address physicians' perceived needs for greater skills in counselling and achieving behavior change, a workshop format has been developed that will provide opportunities for the demonstration of skills, and for physicians to practice these skills and receive feedback on their performance. This method of learning is consistent with social learning theory, and with empirical approaches to skill acquisition. Program development based on a sound framework allows for systematic design of interventions, evaluation of learner performance and appropriateness of objectives, and effectiveness of the intervention in achieving the objectives. Relevant theoretical and empirical knowledge are essential to the design of effective educational programs that result in desired behavior change. Keywords: Program design; learning theory; physician behavior change |
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