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 25 (2) Volume 25, Issue 2, Spring 2005 J Contin Educ Health Prof 2005; 25(2):76-86 ORIGINAL ARTICLE JCEHP AWARD FOR EXCELLENCE IN RESEARCH Full Text Assessing Outcomes Through Congruence of Course Objectives and Reflective Work Jocelyn M. Lockyer, PhD Herta Fidler, MSc David B. Hogan, MD, FRCPC Laurie Pereles, MD, CCFP, MSc Bruce Wright, MD, CCFP Christine Lebeuf, MD, CCFP Cory Gerritsen, BSc A b s t r a c t Introduction: Course outcomes have been assessed by examining the congruence between statements of commitment to change (CTCs) and course objectives. Other forms of postcourse reflective exercises (for example, impact and unmet-needs statements) have not been examined for congruence with course objectives or their utility in assessing course outcomes. This study assessed the congruence of course objectives and statements of commitment to change, effects on practice, unmet-needs, and the utility of supplementing CTCs with other forms of reflective work in course evaluations. Methods: A 3-module course on Alzheimer's disease and other dementias provided end-ofcourse CTC statements, follow-up data, and statements of effects on practice and unmet needs. Statements were aligned to module objectives and analyzed descriptively. Results: Of the 932 physicians who registered for 1 of the 3 modules, 404 provided CTCs, 302 provided impact statements, and 265 provided unmet-needs statements. Sixty percent of the CTCs could be assigned to an objective for their module, and between 14% and 25% of CTCs were assigned to objectives for another module. Three-quarters of CTCs were fully or partially implemented. Physicians did not have an opportunity to implement the new content in 70% of nonimplemented CTCs. Fewer impact and unmet-needs statements were congruent with course objectives than CTCs. Conclusions: Commitment-to-change statements had more congruence with objectives than did impact or unmet-needs statements. These latter statements, particularly those that could not be assigned to an objective, may reinforce and supplement the information provided by CTC analyses. Lessons for Practice Statements of impact on practice and unmet needs from physicians complement and reinforce evaluation information that physicians provide through commitment-to-change statements There is a higher congruence between course objectives and commitment-to-change statements than between objectives and other reflective statements Information provided in reflective statements that cannot be assigned to course objectives may be useful in curriculum review and revision that is intended to establish course prerequisites, rewrite objectives, or realign teaching strategies. It may also be important in redirecting physicians to other educational programs should their practice profiles suggest they will not be able to integrate new skill sets into their practice in a timely manner Key Words: Commitment to Change, Continuing Medical Education, Course Outcomes, Course Evaluation, Short Course, Reflection, Continuing Professional Development, Alzheimer's Disease MeSH Terms: Alzheimer Disease; Education, Medical, Continuing; Organizational Objectives; Physician's Practice Patterns; Program Evaluation; Research Support, Non-U.S. Gov't
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