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Titolo:
Applying Prochaska's model of change to needs assessment, programme planning and outcome measurement
Autore:
Parker, K; Parikh, SV;
Indirizzi:
Addict & Mental Hlth Serv Corp, Dept Continuing Educ, Ctr Addict & Mental Hlth, Toronto, ON, Canada Addict & Mental Hlth Serv Corp Toronto ON Canada th, Toronto, ON, Canada Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada Univ TorontoToronto ON Canada io Inst Studies Educ, Toronto, ON, Canada Univ Toronto, Dept Psychiat, Toronto, ON, Canada Univ Toronto Toronto ON Canada ronto, Dept Psychiat, Toronto, ON, Canada Univ Toronto, Ctr Addict & Mental Hlth, Toronto, ON, Canada Univ Toronto Toronto ON Canada Addict & Mental Hlth, Toronto, ON, Canada
Titolo Testata:
JOURNAL OF EVALUATION IN CLINICAL PRACTICE
fascicolo: 4, volume: 7, anno: 2001,
pagine: 365 - 371
SICI:
1356-1294(200111)7:4<365:APMOCT>2.0.ZU;2-J
Fonte:
ISI
Lingua:
ENG
Soggetto:
CONTINUING MEDICAL-EDUCATION;
Keywords:
continuing education; evaluation; needs assessment; programme development;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
14
Recensione:
Indirizzi per estratti:
Indirizzo: Parker, K 150 Ranleigh Ave, Toronto, ON M4N 1W9, Canada 150 Ranleigh Ave Toronto ON Canada M4N 1W9 , ON M4N 1W9, Canada
Citazione:
K. Parker e S.V. Parikh, "Applying Prochaska's model of change to needs assessment, programme planning and outcome measurement", J EVAL CL P, 7(4), 2001, pp. 365-371

Abstract

A major goal of continuing medical education (CME) is to enhance the performance of the learner. In order to accomplish this goal, careful consideration and expertise must be applied to the three primary ingredients of CME planning: assessing learner needs, programme design and outcome measurement. Traditional methods used to address these three components seldom result in CME initiatives that change performance, even in the presence of sophisticated CME formats and capable learners. In part, performance may not changebecause the learner is not 'ready to change'. Planners of CME are aware ofthis concept but have been unable to measure 'readiness to change' or employ it in assessing learner needs, and planning and evaluating CME. One theory that focuses on an individual's readiness to change is Prochaska's model, which postulates that change is a gradual process proceeding through specific stages, each of which has key characteristics. This paper examines theapplicability of this model to all components of CME planning. To illustrate the importance of this model, this paper provides examples of these three components conducted both with and without implementation of this model.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 03/04/20 alle ore 13:44:45