Study of physiciansʼ use of a software program to create a portfolio of their self-directed learning

Campbell, Craig; Parboosingh, John; Gondocz, S. Tunde; Babitskaya, G; Lindsay, Ellie; Guzman, Raphaël; Klein, Leo

doi:10.1097/00001888-199610000-00042

Cited by 38 publications

(36 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Portfolio-based learning 28,29 is also an important tool in self-directed learning and is derived from the concept of the artist's or photographers' collection of work. More complex, however, than a simple accumulation of exemplary work, the portfolio is intended to document educational activities undertaken by the clinician; quality-related records (i.e., chart reviews carried out or performance-related milestones achieved); gaps in learning that have been identified; examples of learning plans and objectives and the resources used to meet them; and other data related to performance and outcomes in health care.…”

Section: Self-directed Learningmentioning

confidence: 99%

Selecting educational interventions for knowledge translation

Davis¹,

Davis²

2010

Canadian Medical Association Journal

View full text Add to dashboard Cite

E89T he term "education" has many meanings, although its gestalt shows little effect on the performance of clinicians or the outcomes of health care. This lack of effect is especially true in continuing medical education (CME), where education often implies a large, group-based session held in a hotel or conference setting. The American Medical Association defines CME as "any and all ways by which physicians learn and maintain their competence" -clearly a more fulsome construct than attending a short course. 1In this paper, we describe educational interventions that are designed to promote the incorporation of best evidence into the practices of health professionals. We address a theoretic basis for the learning and education of physicians (making reference mainly to physicians because most studies in this area have involved physicians). We also provide an outline of effective large-group methods, describe innovations in formal education that use high-tech (and low-tech) strategies and discuss future trends in CME. What are the purposes of education?Why do health care professionals learn? They are driven by many external forces. These forces include the explosion of knowledge, interest in CME among specialty societies, the use of CME "credits" to document the maintenance of knowledge and skills, and a large interest in CME by pharmaceutical and other commercial interests that recognize it as a means of influencing the practices of physicians. Of course, many internal forces are at work as well, including an innate sense of professionalism on the part of most health care workers.The question of how physicians learn is equally complex. Fox and his colleagues asked over 300 North American physicians what practices they had changed and what forces had driven that change.2 The forces for change described by the physicians were varied. Whereas some changes had arisen from traditional educational experiences, many more resulted from intrapersonal factors (e.g., a recent personal experience) or from changing demographics (e.g., aging or changing populations and changes in the demands of patients). The changes varied from small adjustments or accommodations (e.g., adding to a regimen a new drug within a class of drugs already known and prescribed) to much larger "redirections," such as adopting an entirely new method of practice.In another approach to understanding how physicians learn, Schon describes the internal process of learning and reflection. He suggests that a potent mechanism of learning is secondary to self-appraisal and awareness built from clinical experiences and leads to a building of a new and expanded competency or "zone of mastery," 3 Candy's description of the traits of the self-directed learner is another model for learning. 4 These traits include discipline and motivation, analytic abilities, an ability to reflect and be self-aware, curiosity, openness and flexibility, independence and self-sufficiency, well-developed information-seeking and retrieval skills, and good general learning skills. Clearly...

show abstract

Section: Self-directed Learningmentioning

confidence: 99%

Selecting educational interventions for knowledge translation

Davis¹,

Davis²

2010

Canadian Medical Association Journal

View full text Add to dashboard Cite

show abstract

“…4 The Maintenance of Competence program (MOCOMP ® ) of The Royal College of Physicians and Surgeons of Canada introduced a paper diary in 1995 and a computerized diary, PCDiary ® , in 1996 for physicians to record their self-directed learning. 5,6 Physicians using either the paper or PCDiary ® are requested to record each item of learning in the form of a question or statement of a problem, assign a principal stimulus to the item (i.e., what triggered the question), list the resources used to answer the question, and record the intended outcome of learning in terms of a commitment to either make a change, seek more information before deciding whether there was a need to change, or not change their current approach to practice. Completed items of learning are transferred to a searchable database on the Internet.…”

mentioning

confidence: 99%

Study of the factors influencing the stimulus to learning recorded by physicians keeping a learning portfolio

Campbell

Parboosingh

Gondocz

et al. 1999

Journal of Continuing Education in the Health Professions

View full text Add to dashboard Cite

While studies in continuing education have identified the information sources most frequently used by physicians for learning, little is known of what stimulates physicians to (p= .17). This study provides evidence related to differences between the activities physicians perceived had stimulated learning and the likelihood that the learning would lead them to make a commitment to change practice. The stimulus code "reviewing the management of more than one patient" was 47% more likely (odds ratio = 1.47, 95% CI, 1.27, 1.71, p < .001) and "audits of a clinical or laboratory practice" 31% more likely (odds ratio = 1.31, 95% CI, 1.04, 1.66, p = .024) to result in a commitment to make a change in practice than reading the medical literature, the most frequently assigned stimulus for learning. The implications of these findings related to models of physician learning and studies of change in continuing medical education are discussed.

show abstract

“…23 More specific to our study, 3 groups of investigators reported the assessment of point of care learning with electronic portfolios. 4,5,[7][8][9][10]24,25 Differences in the type of data reported for these 3 systems permit few quantitative comparisons.…”

Section: Discussionmentioning

confidence: 99%

“…learning has been assessed by documenting physicians' pursuit of clinical questions with the use of portfolio-based systems. [7][8][9][10][11] Although they successfully capture POC learning episodes, these portfolios suffer variously from lack of integration of evidencebased practice or limited opportunity for reflection. To allow diplomates to demonstrate their POC lifelong learning, the ABIM developed an Internet-based module that includes these elements.…”

Section: Introductionmentioning

confidence: 99%