Physicians' perceptions of transfer of learning from Continuing Medical Education (CME) programs into practice: A case study.

摘要

Investment in Continuing Medical Education (CME) is likely to increase as physicians strive to keep up with the professional demands of the medical field through lifelong learning. Physicians' transfer of learning takes place when they apply learning from CME programs to improve their clinical performance and ultimately patient outcomes. However, major discrepancies between physicians' actual and ideal performance exist which raises uncertainty on the role of CME (Mansouri & Lockyer, 2007) and the need for educators and trainers to re-examine physicians' transfer.;The purpose of this study was to explore physicians' transfer of learning from CME programs into their practice at a large Hospital in the US Midwest region. A case study research design was used. Nine physicians participated in this study. Data were collected through document review, in-depth semi-structured interviews and observations. Qualitative data were analyzed by obtaining emergent themes.;Findings showed that some of the transfer-related factors in Holton's model were applicable to the physician context: (a) relevance of the CME program to the physicians' practice was critical to their attendance and application of learning; (b) follow-up and program materials were important to prevent relapse; (c) physicians were motivated to transfer learning if they attended programs that were potentially useful in their practice; (d) attendance at programs boosted the physicians' confidence and practice; (e) physicians had various opportunities to apply learning from CME programs into their practice; and, (f) support from peers was vital for discussion and integration of new learning into practice.;To further realize the impact of the Holton model in the physician context, physicians may need to be viewed as "sole proprietors" of their practice with (a) closer proximity to their practice; (b) more direct authority over their transfer of learning capabilities; and (c) greater authority over their learning process, compared to employees in traditional organizational settings. Pedagogical considerations given this new outlook on physicians involve enhancing the program relevance to the physicians' practice; improving program structure to include expert speakers and periods for social interaction; and, being attentive to the physicians' "time crunch". Implications for instructional designers, presenters, evaluators and institutional administrators are discussed.