Involving practitioners in continuing education needs assessment: Use of the nominal group technique

Journal of Veterinary Medical Education

Volumn 34, Issue 2, 2007, Pages 122-126

  Moore, Dale A ^a   Klingborg, Donald J ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL COMPETENCE; EDUCATION; HUMAN; MEDICAL EDUCATION; NEEDS ASSESSMENT; ORGANIZATION AND MANAGEMENT; PSYCHOLOGICAL ASPECT; STANDARD; VETERINARY MEDICINE;

CLINICAL COMPETENCE; EDUCATION, MEDICAL, CONTINUING; EDUCATION, VETERINARY; HUMANS; NEEDS ASSESSMENT; PLANNING TECHNIQUES; VETERINARIANS;

ANIMALIA;

EID: 34250697485     PISSN: 0748321X     EISSN: None     Source Type: Journal    
DOI: 10.3138/jvme.34.2.122     Document Type: Article

References (31)

1. Bennett NL, LeGrand BF. Developing Continuing Professional Education Programs. Urbana, IL: University of Illinois at Urbana-Champaign, 1990.
2. Mann KV, Chaytor KM. Help! Is anyone listening? An assessment of learning needs of practicing physicians. Acad Med 67 (Suppl 10):S4-S6, 1992.
3. Grant J. Learning needs assessment: Assessing the need. BMJ 324:156-159, 2002.
4. Hatch TF, Pearson TG. Using environmental scans in educational needs assessment. J Contin Educ Health Prof 18(3):179-184, 1998.
5. Gelula MH, Sandlow LJ. Use of focus groups for identifying specialty needs of primary care physicians. J Contin Educ Health Prof 18:244-250, 1998.
6. Tipping J. Focus groups: A method of needs assessment. J Contin Educ Health Prof 18(3):150-154, 1998.
7. Moore DA, Klingborg DJ, Brenner JS, Gotz A. Using focus groups for continuing veterinary medical education needs assessment and program planning. J Vet Med Educ 29(2):101-104, 2002.
8. Lockyer J. Getting started with needs assessment: Part 1-the questionnaire. J Contin Educ Health Prof 18:58-61, 1998.
9. Lloyd JW, Lloyd LD, Kickey H, Kaneene JB, Sawyer DC. Lifelong veterinary education interests in Michigan. J Vet Med Educ 19:118-122, 1992.
10. Mann KV. Not another survey! Using questionnaires effectively in needs assessment. J Contin Educ Health Prof 8(3):142-149, 1998.
11. Crandall SJS. Using interviews as a needs assessment tool. J Contin Educ Health Prof 18(3):155-162, 1998.
12. Jennett P, Affleck L. Chart audit and chart stimulated recall as methods of needs assessment in continuing professional health education. J Contin Educ Health Prof 18(3):163-171, 1998.
13. Moore DA, Klingborg DJ. Using clinical audits to identify practitioner learning needs. J Vet Med Educ 30(1):57-61, 2003.
14. Rethans J-J. Needs assessment in continuing medical education through standardized patients. J Cont Educ Health Professions 18(3):172-178, 1998.
15. Parboosingh J. Role of self-assessment in identification of learning needs. J Contin Educ Health Prof 18:213-219, 1998. p213.
16. Beyeler C, Westkamper R, Villiger PM, Aeschlimann A. Self-assessment in continuous professional development: A valuable tool for individual physicians and scientific societies. Ann Rheum Dis 63:1684-1686, 2004.
17. Slotnick HB. How doctors learn: Physicians' self-directed learning episodes. Acad Med 74(10):1106-1113, 1999.
18. Slotnick HB. Physicians' learning strategies. Chest 118:188-238, 2000.
19. Slotnick HB. How doctors know when to stop learning. Med Teach 22(2):189-195, 2000.
20. Delbecq AL, Van de Ven AH, Gustafson DH. Group Techniques for Program Planning: A Guide to Nominal Group and Delphi Processes. Glenview, IL: Scott, Foresman and Company, 1975.
21. Lloyd-Jones G, Fowell S, Bligh JG. The use of nominal group technique as an evaluative tool in medical undergraduate education. Med Educ 33:8-13, 1999.
22. Grant A, Berlin A, Freeman GK. The impact of a student learning journal: A two-stage evaluation using the nominal group technique. Med Teach 25(6):659-661, 2003.
23. Dobbie A, Rhodes M, Tysinger JW, Freeman J. Using a modified nominal group technique as a curriculum evaluation tool. Fam Med 36(6):402-406, 2004.
24. Lancaster T, Hart R, Gardner S. Literature and medicine: Evaluating a special study module using the nominal group technique. Med Educ 36(11):1071-1076, 2002.
25. de Villiers M, Bresick G, Mash B. The value of small group learning: An evaluation of an innovative CPD programme for primary care medical practitioners. Med Educ 37:815-821, 2003.
26. Howe A. Patient-centered medicine through studentcentered teaching: A student perspective on the key impacts of community-based learning in undergraduate medicine education. Med Educ 35(7):666-672, 2001.
27. Rotenberg BW, Woodhouse RA, Gilbart M, Hutchison CR. A needs assessment of surgical residents as teachers. Can J Surg 43(4):295-300, 2000.
28. Coyle YM, Battle JB, Tysinger JW, Reed G. Developing strategic plans for academic general internal medicine. Am J Med 102(5):47(M76, 1997.
29. Campbell SM, Braspenning J, Hutchinson A, Marshall MN. Improving the quality of health care: Research methods used in developing and applying quality indicators in primary care. BMJ 326:816-819, 2003 p818.
30. Morgan DL. Focus Groups as Qualitative Research, 2nd ed. Newbury Park, CA: Sage, 1997.
31. Jones J, Hunter D. Qualitative research: Consensus methods for medical and health services research. BMJ 311:376-380, 1995.