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Volume 28 (2)

Volume 28, Issue 2, Spring 2008line
J Contin Educ Health Prof 2008; 28(2):60
FOUNDATIONS OF CONTINUING EDUCATION

Requesting a commitment to change: Conditions that produce behavioral or attitudinal commitment
Githa Kanisin Overton, Ronald MacVicar

A b s t r a c t

There is a lack of clarity in the conceptualization of commitment underlying the commitment to change (CTC) procedure used by organizers of continuing education in the health professions. This article highlights the two distinct conceptualizations of commitment that have emerged in the literature outside health care education and practice. The distinction is important because different antecedent conditions produce different types and dimensions of commitment. This article goes on to explore the antecedents of behavioral and attitudinal commitment and illustrates how different types of commitment may have been produced in previous CTC studies. As a result, the article also demonstrates the need for clarity in the conceptualization of commitment, especially to guide empirical research into the nature and strength of commitment produced by the variety of CTC strategies. Such research is relevant in increasing our understanding of how and why CTCs are able to influence practice change.

Lessons for Practice
  • Commitment can be conceptualized in either a behavioral or an attitudinal manner.
  • Clarity in the nature of commitment intended by a CTC procedure contributes to the selection of antecedent variables that are most appropriate for producing a corresponding effect.
  • A CTC procedure that facilitates the development of deeper affective and normative dimensions of commitment to practice change is likely to increase the likelihood of actual behavioral change and its sustainability.
  • Further research is required to determine the extent that the models of commitment are applicable in the context of health professionals and their intention to change following educational events.

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