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Volume 21 (1)
Volume 21, Issue 1, Winter 2001 
J Contin Educ Health Prof 2001; 21(1):6-14
THEORETICAL FOUNDATIONS
Aherne M Lamble W Davis P A b s t r a c t Continuing medical education (CME) program development and needs assessment have historically been practiced within the tradition of Ralph Tyler's education model. In light of transformational social, political, economic, and technical forces that demand greater account-ability and responsiveness from physicians, CME units are challenged to transform their cultures and structures from models that deliver education to models that support the facilitation of learning for enhanced competence and performance. This article describes key change forces for physicians and brings program development and needs assessment into focus for the discussion. The impact of change forces on program development and needs assessment are examined, and some techniques to move beyond the traditional approach of felt needs are presented as a way of enabling strategic administrative planning and change management. MeSH Terms: Curriculum; Education, Medical, Continuing; Models, Educational; Needs Assessment; Program Development |
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