Educational input and patient outcomes: exploring the gap

Abstract

Over the last two decades, the health care professions in the United Kingdom have seen an unparalleled expansion of continuing professional education (CPE) and development (CPD) programmes; however, there is little empirical evidence that these enhance the care delivered to patients. Further research is also needed to demonstrate that these initiatives are linked to improved patient outcomes. If health care educators are to move towards an 'evidence-based curriculum', some restructuring of courses may be needed. Priorities should be set and decisions made, based on the results of reliable and valid research into the clinical outcomes of CPE. To evaluate courses and demonstrate educational effectiveness solely in terms of student satisfaction is not enough; to survive in the world of evidence-based care, educators must also demonstrate their contribution to clinical effectiveness. However, the neoteric field of impact evaluation lacks not only validated research methods, but also an agreed agenda for future research. Drawing on interviews undertaken with nurses who have participated in education evaluations and the relevant literature, this paper discusses the available data collection instruments and the development of viable research designs and methods, which are urgently needed to assess the outcomes of professional education programmes.

Factors involved in the translation of continuing professional development programmes into clinical practice among Victorian dentists

“…The importance of socio-behavioural aspects in educational strategies and clinical practice behaviour has been highlighted by several authors, but the relative lack of information in this area has also been recognized. 6,16,22 Recognition of the different ways in which dentists learn may also influence the way in which CPD initiatives can be targeted and yet made cost-effective. For example, when year of graduation was stratified and cross-analysed, recent graduates reported that they regularly used the internet to improve their knowledge base and also relied on their colleagues to advise them on new materials and techniques.…”

“…Jordan 16 noted that the field of impact evaluation lacks not only validated research methods, but also an agreed agenda for future research. In determining an appropriate research methodology, it has been acknowledged that course evaluations should go beyond a "satisfaction questionnaire".…”

“…In determining an appropriate research methodology, it has been acknowledged that course evaluations should go beyond a "satisfaction questionnaire". 16,17 The use of time-series designs has also been proposed to provide increased insight into the impact of CPD programmes on clinical practice. 18,19 The aim of the present study was to investigate and report on the factors involved in the translation of learned concepts into clinical practice among general dentists attending CPD programmes in Victoria.…”

Evidence-based practice: the debate

“…Problems are compounded by the relative paucity of funding for nurse education research and the complexity of the intervention studies that would be needed: multi-centre cluster randomized trials, with the requisite multilevel modelling are among the most expensive. In a health care climate where resources are directed towards measurable outcomes (Nolan & Bradbury, this issue), as pre-dicted (Jordan 2000), without measurable ÔevidenceÕ of the clinical effectiveness for our educational programmes, nursing departments are proving increasingly vulnerable to the budget constraints of National Health Service Trusts.…”

Impact of continuing professional education on practice: The rhetoric and the reality

“…Impact of continuing professional education on practice: the rhetoric and the reality Despite a significant global investment in continuing professional education (CPE) in nursing and health care (Jordan, 2000) and a lack of empirical evidence of its effectiveness (Clark, 2005;Attree, 2006), it has nevertheless continued to be a focus of UK government lifelong learning strategies. For example, the Department of Health in England asserted that 'Every aspect of healthcare delivery and strategies for health depends on the education and skills of individual staff.…”