CPD and KT: Models used and opportunities for synergy

Journal of Continuing Education in the Health Professions

Volumn 31, Issue 3, 2011, Pages 167-173

  Sargeant, Joan ^a,b   Borduas, Francine ^c   Sales, Anne ^d   Klein, Doug ^e   Lynn, Brenna ^f   Stenerson, Heather ^g  

^a Research and Evaluation   (Canada)

^b DALHOUSIE UNIVERSITY   (Canada)

^c UNIVERSITÉ LAVAL   (Canada)

^d VA ANN ARBOR HEALTHCARE SYSTEM   (United States)

^e UNIVERSITY OF ALBERTA   (Canada)

^f UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^g UNIVERSITY OF SASKATCHEWAN   (Canada)

Author keywords

Continuing medical education; Continuing professional development; Implementation science; Knowledge translation; Outcomes; Performance change; Research

Indexed keywords

ARTICLE; COMPARATIVE STUDY; COOPERATION; HUMAN; KNOWLEDGE; KNOWLEDGE MANAGEMENT; MASS COMMUNICATION; MEDICAL EDUCATION; NONBIOLOGICAL MODEL; ORGANIZATION AND MANAGEMENT;

COOPERATIVE BEHAVIOR; DIFFUSION OF INNOVATION; EDUCATION, MEDICAL, CONTINUING; HUMANS; KNOWLEDGE; KNOWLEDGE MANAGEMENT; MODELS, ORGANIZATIONAL;

EID: 80053157103     PISSN: 08941912     EISSN: 1554558X     Source Type: Journal    
DOI: 10.1002/chp.20123     Document Type: Article

References (41)

1. Davis D, Barnes DE, Fox R. The Continuing Professional Development of Physicians: From Research to Practice. Chicago, IL: AMA Press; 2003.
2. Davis D, Bordage G, Moores LK, et al. The science of continuing medical education: terms, tools, and gaps: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines. Chest. 2009;135(3 Suppl):8S-16S.
3. Institute of Medicine. Redesigning Continuing Education in the Health Professions. Washington, DC: National Academies Press; 2010.
4. Stanton F, Grant J. The Effectiveness of Continuing Professional Development. London, England: Joint Centre for Medical Education Open University; 1997.
5. Graham ID, Logan J. Innovations in knowledge transfer and continuity of care. Can J Nurs Res. 2004;36(2):89-103.
6. Government of Canada CIHR. About knowledge translation. Accessed March 30, 2011.
7. Eccles M, Grimshaw J, Walker A, Johnston M Pitts N. Changing the behavior of healthcare professionals: the use of theory in promoting the uptake of research findings. J Clin Epidemiol. 2005;58:107-112.
8. Grol R. Successes and failures in the implementation of evidence-based guidelines for clinical practice.Med Care. 2001;39(8 Suppl 2):II46-54.
9. Grol R, Grimshaw J. From best evidence to best practice: effective implementation of change in patients' care.Lancet. 2003;362(9391):1225-1230.
10. McGlynn EA, Asch SM, Adams J, et al. The quality of health care delivered to adults in the United States. N Engl JMed. 2003;348(26):2635-2645.
11. Graham I, Logan, J, Harrison M, et al. Lost in translation: time for a map? J Cont Educ Health Prof. 2006;26(1):13-24.
12. Moore DE, Green JS, Gallis HA. Achieving desired results and improved outcomes: intergrating planning and assessment throughout learning activities.J Cont EducHealth Prof. 2009;29(1):1-15.
13. Kern DE, Thomas PA, Howard DM, Bass EB. Curriculum Development for Medical Education: A Six-Step Approach. Baltimore, MD: Johns Hopkins University Press; 1998.
14. Moore DE. How physicians learn and how to design learning experiences for them: an approach based on an interpretive review of evidence. In: Hager M, Russell S, Fletcher SW, eds. Continuing Education in the Health Professions: Improving Healthcare Through Lifelong Learning. New York, NY: Josiah Macy Jr Foundation; 2008.
15. Deming WE. Out of the Crisis. Cambridge, MA: MIT Press; 1986.
16. MacIntosh-Murray A, Perrier L, Davis D. Research to practice in the Journal of Continuing Education in the Health Professions: a thematic analysis of volumes 1 though 24. J Cont Educ Health Prof. 2006;26:230-243.
17. Straus S, Tetroe J, Graham I. Knowledge Translation in Health Care: Moving From Evidence to Practice. Oxford, England: Blackwell; 2009.
18. Kirkpatrick D. Evaluation of training. In: Craig R, Bittel I, eds. Training and Development Handbook. New York, NY: McGraw-Hill; 1967.
19. Kirkpatrick JD. Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs. San Francisco, CA: Berrett-Koehler; 2007.
20. Hutchinson L. Evaluation and researching the effectiveness of educational interventions.BMJ. 1999;318:1267-1269.
21. Barr H, Koppel I, Reeves S, Hammick M, Freeth D. Effective Interprofessional Education: Argument, Assumption & Evidence. Oxford, England: Blackwell; 2005.
22. Moore DE. A framework for outcomes evaluation in the continuing professional development of physicians. In: Davis D, Barnes BE, Fox R, eds. The Continuing Professional Development of Physicians: From Research to Practice. Chicago, IL: AMA Press; 2003.
23. Miller, GE. The assessment of clinical skills/competence/performance. Acad Med. 1990;65(9):S63-S67.
24. Regehr G. It's NOT rocket science: rethinking our metaphors for research in health professions education.Med Educ. 2010;44(1):31-39.
25. Davis D, Evans M, Jadad A, et al. The case for knowledge translation: shortening the journey from evidence to effect.BMJ. 2003;327:33-35.
26. Pathman DE, Konrad TR, Freed GL, Freeman VA, Koch GG. The awareness-to-adherence model of the steps to clinical guideline compliance: the case of pediatric vaccine recommendations.Med Care. 1996;34:873-889.
27. Green LW, Kreuter M, Deeds S, Patridge K. Health Education Planning: A Diagnostic Approach. Palo Alto, CA: Mayfield Press; 1980.
28. Harrison RV. Systems-based framework for continuing medical education and improvements in translating new knowledge into physicians' practices. J Contin Educ Health Prof. 2004;24(Suppl 1):S50-S62.
29. Kitson AL, Rycroft-Malone J, Harvey G, McCormack B, Seers K, Titchen A. Evaluating the successful implementation of evidence into practice using the PARiHS framework: theoretical and practical challenges. Implement Sci. 2008;3:1.
30. Helfrich CD, Weiner BJ, McKinney MM, Minasian L. Determinants of implementation effectiveness: adapting a framework for complex innovations. Med Care Res Rev. 2007;64:279.
31. Cook DA, Bordage G, Schmidt HG. Description, justification and clarification: a framework for classifying the purposes of research in medical education. Med Educ. 2008;42(2):128-133.
32. Oxman AD, Thomson MA, Davis DA, Haynes RB. No magic bullets: a systematic review of 102 trials of interventions to improve professional practice. CMAJ. 1995;153(10):1423-1431.
33. Forsetlund L, Bjørndal A, Rashidian A, et al. Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane Database Syst Rev. 2009;(2): CD003030.
34. Kennedy T, Regehr G, Rosenfield J, Roberts S, Lingard L. Exploring the gap between knowledge and behavior: a qualitative study of clinical action following an educational intervention. Acad Med. 2004;79(5):386-393.
35. BEME. Online site: Accessed March 29, 2011.
36. Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide no. 9. Med Teach. 2007;29(8):735-751.
37. Biggs J. From theory to practice: a cognitive systems approach. High Edu Res Dev. 1993;12:73-85.
38. Johnson BT, Scott-Sheldon LAJ, Carey MP. Meta-synthesis of health behavior change meta-analyses. Am J Public Health. 2010;100(11):2193-2198.
39. Kitto S, Sargeant J, Reeves S, Silver I. Towards a sociology of knowledge translation: the importance of being dis-interested in knowledge translation. AHSE. In press.
40. Pawson R, Tilley N. Realistic Evaluation. Thousand Oaks, CA: Sage; 1997.
41. Sales A. Quality improvement. In: Straus S, Tetroe J, Graham I, eds. Knowledge Translation in Health Care: Moving From Evidence to Practice. Oxford, England: Blackwell; 2009.