Commitment to change instrument enhances program planning, implementation, and evaluation

White, Marc; Grzybowski, Stefan; Broudo, Marc

doi:10.1002/chp.1340240306

Cited by 25 publications

(28 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, some described an intent to learn more about the topic (e.g., “learn more about women's health issues“) rather than move directly to making a change. White, Grzybowski and Broudo (2004) reported a similar finding. Other statements indicated intentions to continue rather than change existing practice (e.g., “cont[inue] to educate patients”).…”

Section: An Application Of the Ctc Approach To Cmesupporting

confidence: 64%

Commitment to Practice Change: An Evaluator’s Perspective

Shershneva

Wang

Lindeman³

et al. 2010

Eval Health Prof

View full text Add to dashboard Cite

A commitment to practice change (CTC) approach may be used in educational program evaluation to document practice changes, examine the educational impact relative to the instructional focus, and improve understanding of the learning-to-change continuum. The authors reviewed various components and procedures of this approach and discussed some practical aspects of its application using as an example of a study evaluating a presentation on menopausal care for primary care physicians. The CTC approach is a valuable evaluation tool, but it requires supplementation with other data to have a complete picture of the impact of education on practice. From the evaluation perspective, the self-reported nature of the CTC data is a major limitation of this method. Keywords commitment to practice change; program evaluation; continuing educationThe translation of new knowledge into clinical practice can be a slow process, often taking a decade or more for research findings to find their way into routine patient care (Sussman, Valente, Rohrbach, Skara, & Pentz, 2006). The resulting gaps in the quality of healthcare have led to calls for action in many parts of the world (Committee on Quality of Healthcare in America, 2001;Legido-Quigley, McKee, Nolte, & Glinos, 2008). The traditional role of continuing medical education (CME)-updating physicians on the latest scientific evidenceis not sufficient to respond to this reality (Marinopoulos et al., 2007). Therefore, in the past five years there has been a marked shift toward focusing CME activities on improving practice rather than disseminating information (Davis, Davis, & Bloch, 2008;Regnier, Kopelow, Lane, & Alden, 2005). This shift in the goals of CME programming has resulted in a concomitant shift in how CME activities need to be evaluated. Evaluators must now go beyond measuring learner satisfaction and change in medical knowledge to the level of physician performance and patient outcomes. To date, only a limited number of CME evaluations have assessed impact at this level (Tian, Atkinson, Portnoy, & Gold, 2007). There is a pressing need to equip evaluators with valid, reliable and feasible methods of assessing practice and/or patient outcomes (Davis, Barnes, & Fox, 2003;Marinopoulos et al., 2007).The commitment to change (CTC) approach is one tool available to CME evaluators for assessing the impact of education on clinical practice. The central, distinguishing feature of the CTC approach is that it asks participants in an educational activity to write down descriptions of the changes they propose to make as a result of what they learned during the (Purkis, 1982). Since 1982, when the CTC approach was introduced to medical educators as an evaluation method (Purkis, 1982), it has been increasingly used in the CME field to both facilitate and measure practice change (Wakefield, 2004). This trend is likely due, in part, to the perception that the CTC approach is relatively easy to implement and low-cost (Curry & Purkis, 1986;Jones, 1990). There are, however, significant...

show abstract

Section: An Application Of the Ctc Approach To Cmesupporting

confidence: 64%

Commitment to Practice Change: An Evaluator’s Perspective

Shershneva

Wang

Lindeman³

et al. 2010

Eval Health Prof

View full text Add to dashboard Cite

show abstract

“…45 It can often be helpful for the physician to write a brief, structured, practical plan for change using a change template or a commitment to change format which incorporates the planned change and also the factors which enable or get in the way of change. 46,47 Helping physicians realize that just "working harder" or "doing more" is often not the best approach to making sustainable practice change, is also an important facilitation message. We now know from studies of behavior change and knowledge translation that many factors influence the ability to change.…”

Section: Using Data and Feedback-for Learning And Changementioning

confidence: 98%

Practicing Physicians' Needs for Assessment and Feedback as Part of Professional Development

Sargeant

Bruce

Campbell

2013

Journal of Continuing Education in the Health Professions

View full text Add to dashboard Cite

Recently, more is being learned about the linkages among assessment, feedback, and continued learning and professional development. The purpose of this article is to explore these linkages and to understand how assessment and feedback can guide professional development and related practice change. It includes a brief review of conceptual models that guide learning and practice change in general, related to both formally structured continuing professional development (CPD) sessions and to self-directed individual activities, and draws on these to inform learning and change from assessment and feedback. However, evidence and theory show that using assessment and feedback for learning and change are not naturally intuitive activities. We propose a 4-phase facilitated reflective process for enabling engagement with assessment data and feedback and using it for learning and change, and explore the varied personal and contextual factors which are influential and require consideration. We end with practical implications and suggestions.

show abstract

“…Commitment to change tools have been used in continuing health professional education in order to assess course effectiveness (Lockyer et al, 2001); document unintended changes (White, Grzybowski, & Broudo, 2004); provide feedback (White et al, 2004); identify/reinforce behavioral change (White et al, 2004); develop committed leaders (Overton & MacVicar, 2008) and facilitate reflective practice (Lowe, Rappolt, Jaglal, & Macdonald, 2007;White et al, 2004). This paper describes findings from a qualitative study that was part of the evaluation of the program.…”

Section: Introductionmentioning

confidence: 98%

Outcomes of commitment to change statements after an interprofessional faculty development program

Christofilos

Dematteo

Penciner

2014

Journal of Interprofessional Care

View full text Add to dashboard Cite

Commitment to change (CTC) statements have been shown to have a useful role as an instrument of change. We explored the experiences of six health professionals at a large community teaching hospital in making and keeping CTC statements in the context of a foundational interprofessional education (IPE) faculty development program. As part of program evaluation, a qualitative study, applying a grounded theory approach, was conducted to gain a deeper understanding of using CTC statements in the context of a paradigmatic organizational change project. This paper explores the effectiveness of an IPE faculty development program at a community teaching hospital. Participants identified personal/professional and interpersonal/interprofessional changes related to CTC statements. The study highlighted a range of issues surrounding implementation of collaborative actions connected to participants' ability to follow through on commitment to change statements made during the program.

show abstract

Commitment to change instrument enhances program planning, implementation, and evaluation

Abstract: CTC was useful as a multipurpose tool providing planners with meaningful feedback to (1) assess congruence of intended changes in physician behavior with program objectives, (2) document unanticipated learning outcomes, and (3) enable and reinforce intended behavior change.

Cited by 25 publications

References 9 publications

Commitment to Practice Change: An Evaluator’s Perspective

Commitment to Practice Change: An Evaluator’s Perspective

Practicing Physicians' Needs for Assessment and Feedback as Part of Professional Development

Outcomes of commitment to change statements after an interprofessional faculty development program

Contact Info

Product

Resources

About