Questions asked by physicians as the basis for continuing education needs assessment

Mark H. Ebell, Ronald Cervero, Edward Joaquin

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Introduction: Our goal was to identify the clinical questions that health care professionals have at the point of care and explore whether these questions could be used to drive a needs assessment for continuing education programs. Methods: We gathered questions from 28 clinicians; 11 were directly observed for approximately 5 days per person, while others were given the option of submitting questions via e-mail, pocket card, or text message. They were asked to report all questions-everything from clear-cut questions to vague and fleeting uncertainties-and to evaluate their importance (low, moderate, or high priority). Questions were classified based on the Ely taxonomy of question type and by specialty domain. Results: We collected 563 questions; most (n = 429) came from the direct observation participants. Most questions were high (n = 171) or moderate (n = 236) priority. Of 60 categories of question type, 65.8% of all questions (and 70% asked by primary care clinicians) fell into only 9 categories. The most common question types were "How should I treat finding/condition y given situation z?", "Is drug x indicated in situation y or for condition y?", and "What is the cause of symptom x?". Discussion: More than two-thirds of physician questions fell into one of five competencies: cause of a clinical finding, test selection, prevention, treatment selection, and prognosis. By using these questions as a form of needs assessment, educators can develop programs that directly address the information needs and questions of learners in ways that are more likely to change performance and to ultimately benefit patients.

Original languageEnglish (US)
Pages (from-to)3-14
Number of pages12
JournalJournal of Continuing Education in the Health Professions
Volume31
Issue number1
DOIs
StatePublished - Dec 1 2011
Externally publishedYes

Fingerprint

Needs Assessment
Continuing Education
Point-of-Care Systems
physician
Text Messaging
Physicians
Postal Service
Uncertainty
Primary Health Care
education
cause
Observation
e-mail
Delivery of Health Care
participant observation
taxonomy
uncertainty
Pharmaceutical Preparations
educator
health care

Keywords

  • Adult education
  • Clinical questions
  • Continuing
  • Education
  • Evidence-based medicine
  • Point-of-care learning

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Questions asked by physicians as the basis for continuing education needs assessment. / Ebell, Mark H.; Cervero, Ronald; Joaquin, Edward.

In: Journal of Continuing Education in the Health Professions, Vol. 31, No. 1, 01.12.2011, p. 3-14.

Research output: Contribution to journalArticle

Ebell, Mark H. ; Cervero, Ronald ; Joaquin, Edward. / Questions asked by physicians as the basis for continuing education needs assessment. In: Journal of Continuing Education in the Health Professions. 2011 ; Vol. 31, No. 1. pp. 3-14.
@article{587de2d116cf4d8ab111ff8964f4a09a,
title = "Questions asked by physicians as the basis for continuing education needs assessment",
abstract = "Introduction: Our goal was to identify the clinical questions that health care professionals have at the point of care and explore whether these questions could be used to drive a needs assessment for continuing education programs. Methods: We gathered questions from 28 clinicians; 11 were directly observed for approximately 5 days per person, while others were given the option of submitting questions via e-mail, pocket card, or text message. They were asked to report all questions-everything from clear-cut questions to vague and fleeting uncertainties-and to evaluate their importance (low, moderate, or high priority). Questions were classified based on the Ely taxonomy of question type and by specialty domain. Results: We collected 563 questions; most (n = 429) came from the direct observation participants. Most questions were high (n = 171) or moderate (n = 236) priority. Of 60 categories of question type, 65.8{\%} of all questions (and 70{\%} asked by primary care clinicians) fell into only 9 categories. The most common question types were {"}How should I treat finding/condition y given situation z?{"}, {"}Is drug x indicated in situation y or for condition y?{"}, and {"}What is the cause of symptom x?{"}. Discussion: More than two-thirds of physician questions fell into one of five competencies: cause of a clinical finding, test selection, prevention, treatment selection, and prognosis. By using these questions as a form of needs assessment, educators can develop programs that directly address the information needs and questions of learners in ways that are more likely to change performance and to ultimately benefit patients.",
keywords = "Adult education, Clinical questions, Continuing, Education, Evidence-based medicine, Point-of-care learning",
author = "Ebell, {Mark H.} and Ronald Cervero and Edward Joaquin",
year = "2011",
month = "12",
day = "1",
doi = "10.1002/chp.20095",
language = "English (US)",
volume = "31",
pages = "3--14",
journal = "Journal of Continuing Education in the Health Professions",
issn = "0894-1912",
publisher = "John Wiley and Sons Inc.",
number = "1",

}

TY - JOUR

T1 - Questions asked by physicians as the basis for continuing education needs assessment

AU - Ebell, Mark H.

AU - Cervero, Ronald

AU - Joaquin, Edward

PY - 2011/12/1

Y1 - 2011/12/1

N2 - Introduction: Our goal was to identify the clinical questions that health care professionals have at the point of care and explore whether these questions could be used to drive a needs assessment for continuing education programs. Methods: We gathered questions from 28 clinicians; 11 were directly observed for approximately 5 days per person, while others were given the option of submitting questions via e-mail, pocket card, or text message. They were asked to report all questions-everything from clear-cut questions to vague and fleeting uncertainties-and to evaluate their importance (low, moderate, or high priority). Questions were classified based on the Ely taxonomy of question type and by specialty domain. Results: We collected 563 questions; most (n = 429) came from the direct observation participants. Most questions were high (n = 171) or moderate (n = 236) priority. Of 60 categories of question type, 65.8% of all questions (and 70% asked by primary care clinicians) fell into only 9 categories. The most common question types were "How should I treat finding/condition y given situation z?", "Is drug x indicated in situation y or for condition y?", and "What is the cause of symptom x?". Discussion: More than two-thirds of physician questions fell into one of five competencies: cause of a clinical finding, test selection, prevention, treatment selection, and prognosis. By using these questions as a form of needs assessment, educators can develop programs that directly address the information needs and questions of learners in ways that are more likely to change performance and to ultimately benefit patients.

AB - Introduction: Our goal was to identify the clinical questions that health care professionals have at the point of care and explore whether these questions could be used to drive a needs assessment for continuing education programs. Methods: We gathered questions from 28 clinicians; 11 were directly observed for approximately 5 days per person, while others were given the option of submitting questions via e-mail, pocket card, or text message. They were asked to report all questions-everything from clear-cut questions to vague and fleeting uncertainties-and to evaluate their importance (low, moderate, or high priority). Questions were classified based on the Ely taxonomy of question type and by specialty domain. Results: We collected 563 questions; most (n = 429) came from the direct observation participants. Most questions were high (n = 171) or moderate (n = 236) priority. Of 60 categories of question type, 65.8% of all questions (and 70% asked by primary care clinicians) fell into only 9 categories. The most common question types were "How should I treat finding/condition y given situation z?", "Is drug x indicated in situation y or for condition y?", and "What is the cause of symptom x?". Discussion: More than two-thirds of physician questions fell into one of five competencies: cause of a clinical finding, test selection, prevention, treatment selection, and prognosis. By using these questions as a form of needs assessment, educators can develop programs that directly address the information needs and questions of learners in ways that are more likely to change performance and to ultimately benefit patients.

KW - Adult education

KW - Clinical questions

KW - Continuing

KW - Education

KW - Evidence-based medicine

KW - Point-of-care learning

UR - http://www.scopus.com/inward/record.url?scp=79952791902&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79952791902&partnerID=8YFLogxK

U2 - 10.1002/chp.20095

DO - 10.1002/chp.20095

M3 - Article

C2 - 21425354

AN - SCOPUS:79952791902

VL - 31

SP - 3

EP - 14

JO - Journal of Continuing Education in the Health Professions

JF - Journal of Continuing Education in the Health Professions

SN - 0894-1912

IS - 1

ER -