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Volume 14 (3)
Volume 14, Issue 3, 1994 
J Contin Educ Health Prof 1994; 14(3):173-186
ORIGINAL ARTICLE
Henry B. Slotnick, PhD, PhD Robert R. Raszkowski, MD, PhD Clayton E. Jensen, MD Dennis K. Wentz, MD Tanya A. Christman Kuntz A b s t r a c t This study examined the factors that physicians consider in deciding to attend Continuing Medical Education (CME) activities and evidence bearing on possible confusion they may experience in distinguishing between promotional and educational activities. In 1992, two randomly selected national samples of physicians examined pairs of CME activities and chose the member of each pair they would likely attend. Activities varied according to CME credit availability, topic importance, speakers' reputations, conflicting social obligations, travel time, facilities/activities for families, the organizer of the activity (e.g. industry), and financial support for the activity (e.g. industry). Equations relating the preceding attributes and doctors' demographics to attendance decisions were developed using data from the first sample; these equations were then used to predict selections made by members of the second sample. In the first sample, 645 physicians (44% of those sampled) responded as did 75 (40% of those sampled) in the second. A nonrespondent study indicated no important differences between responding and nonresponding physicians. Attributes related to CME activity choice included CME credit availability, topic importance, speakers' reputations, conflicting social/family obligations, and increased travel time. Attendance decisions were unrelated to demographics and were largely independent of activity sponsorship and funding source. These findings are explained by the adult learning theory that describes adults as addressing a variety of needs through education; being practical in orientation; and having multiple demands in their lives. The equations reflecting the study's findings correctly predicted physician behavior on validation at rates ranging from 66 to 74%. Physicians' attendance choices reflected issues of practicality, multiple demands in their lives, and satisfying multiple needs through education. In addition, the essential independence of industry support and physicians' decision is evidence that physicians do not confuse education with promotion. |
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