|
|
|
|
||
|
|
|
|||
| Your Location: Home > Volume 19, Issue 3 | |||||
|
CURRENT ISSUE
BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH (Members only) FULL-TEXT |
Volume 19 (3)
Volume 19, Issue 3, Summer 1999 
J Contin Educ Health Prof 1999; 19(3):132-141
THEORETICAL FOUNDATIONS
Robert D. Fox, EdD Clint Miner, MHR A b s t r a c t To be effective change agents, continuing education (CE) professionals must be able to develop strategies that assess and affect learners’ motivation to learn about specific topics and engage in specific learning activities. This article suggests a framework for assessing and influencing learner motivation. Need reduction theory based on discrepancy analysis provides one way to explain and predict health care professionals’ motivation to learn. Path-goal theory describes how learners make decisions to engage in a specific learning activity. The understanding and use of these two perspectives can help CME programmers influence learner needs and target those needs with more effective CME programs that are likely to draw high rates of participation. Keywords: Continuing Education; Discrepancy Analysis; Learning; Motivation; Needs Assessment; Path-Goal Theory |
|
|
JCEHP.com & The Journal of Continuing Education in the Health Professions All rights reserved Disclaimer · About This Site · Web Editor · Make JCEHP Your Homepage Information on this site was last updated: 04 April 2012 |
||