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Volume 17 (3)
Volume 17, Issue 3, Summer 1997 
J Contin Educ Health Prof 1997; 17(3):173-186
ORIGINAL ARTICLES
Robert D. Fox, EdD Richard Rankin, MB, ChB, FRCPC Karen A. Costie, RN John Parboosingh, MB, ChB, FRCSC Everett Smith, PhD A b s t r a c t Although learning and change have been connected in theoretical models of innovation diffusion and change theory, evidence has been limited to qualitative data. Moreover, guidance to practitioners as to how these concepts relate to practice has been limited. In order to evaluate its applications to understanding how learning is related to innovations in radiological practices, a survey based on theories of learning and change was distributed to Canadian radiologists. The study evaluated the relationships described in models presented as explanations of how and why changes are made in medical practices. It focused on the nature of the relationship among types of innovations, images of change as described by learners, and use of learning resources in self-directed curricula. Of the 1005 members of the Canadian Association of Radiology who received the survey, 352 responses were described. Responses indicated that a variety of resources for learning were used in order to learn about innovations into practice. Type of change was significantly associated with specific types of resources for learning and attributes of the image of change. Continuing education for health professionals should be based on a variety of strategies to facilitate learning rather than a single approach. Continuing medical education (CME) providers should support the self-directed learning needs of physicians as well as provide courses, workshops, and other traditional forms of CME. Keywords: Change; Continuing Medical Education; Innovations; Learning; Radiology |
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