Journal of Continuing Education in the Health Professions



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CURRENT ISSUE BACK ISSUES SUBSCRIBE ADVERTISE ABOUT JCEHP FOR AUTHORS JCEHP AWARD SEARCH		Volume 23 (3) Volume 23, Issue 3, Summer 2003 J Contin Educ Health Prof 2003; 23(3):146-156 ORIGINAL ARTICLES Impact studies in continuing education for health professions: update Robertson MK Umble KE Cervero RM A b s t r a c t INTRODUCTION: This article critiques the questions asked and methods used in research syntheses in continuing education (CE) in the health professions, summarizes the findings of the syntheses, and makes recommendations for future CE research and practice. METHODS: We identified 15 research syntheses published after 1993 in which primary CE studies were reviewed and the performance (behavior) of health professionals and/or patient health outcomes were examined. RESULTS: The syntheses were categorized by the research questions they asked using a wave metaphor. Wave One (n = 3) syntheses sought to establish a general descriptive causal connection between CE and impact variables, asking, "Is CE effective, and for what outcomes?" Wave Two syntheses (n = 12) sought to explain the relationship between CE and impacts by identifying causal moderators, asking, "What kinds of CE are effective?" DISCUSSION: Wave One findings confirm previous research that CE can improve knowledge, skills, attitudes, behavior, and patient health outcomes. Wave Two syntheses show that CE, which is ongoing, interactive, contextually relevant, and based on needs assessment, can improve knowledge, skills, attitudes, behavior, and health care outcomes. The most important implication of the present review is that there are differential impacts of CE programs, and the reasons for those impacts cannot be fully understood unless the context of the program is considered. Lessons for Practice This review supports previous findings that continuing education can improve knowledge, skills, attitudes, behavior, and patient health outcomes. Instead of asking "Is continuing education effective?" researchers should ask, "What kinds of continuing education are effective?" Continuing education that is ongoing, interactive, contextually relevant, and based on needs assessment is more likely to improve knowledge, skills, attitudes, behavior, and patient health outcomes. Continuing education cannot simply target the patient-physician interaction but must also consider the larger organizational system. MeSH Terms: Clinical Competence; Data Interpretation, Statistical; Education, Medical, Continuing; Educational Measurement; Research Design Publication Type: Meta-Analysis
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