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首页> 外文期刊>Journal of European CME >Redesigning an International Orthopaedic CME Course: The Effects on Participant Engagement over 5 Years
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Redesigning an International Orthopaedic CME Course: The Effects on Participant Engagement over 5 Years

机译：重新设计国际整形外科CME课程：5年来参与者参与的影响

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摘要

The time required to observe changes in participant evaluation of continuing medical education (CME) courses in surgical fields is unclear. We investigated the time required to observe changes in participant evaluation of an orthopaedic course after educational redesign using aggregate course-level data obtained from 1359 participants who attended one of 23 AO Davos Courses over a 5-year period between 2007 and 2011. Participants evaluated courses using two previously validated, 5-point Likert scales based on content and faculty performance, and we compared results between groups that underwent educational redesign incorporating serial needs assessment, problem-based learning, and faculty training initiatives (Masters Course), and those that did not (Non-Masters Course). Average scores for the usefulness and relevancy of a course and faculty performance were significantly higher for redesigned courses (p 0.0001) and evaluations were significantly improved for both groups after faculty training was formalised in 2009 (p 0.001). In summary, educational redesign incorporating serial needs assessment, problem-based learning, and faculty training initiatives were associated with improvement in participant evaluation, but these changes required 4-5 years to become evident.
机译：观察关于继续医学教育（CME）课程的参与者评估变更所需的时间尚不清楚。我们调查了在教育重新设计后观察参与者评估参与者评估的变化，使用来自2007年至2011年之间的23个Ao Davos课程中的一名的1359名参与者获得的1359名参与者获得的综合课程级数据。参与者评估了课程使用基于内容和教师性能的先前验证的5点李克特级别，我们比较了接受教育重新设计的组之间的结果，该结果包含序列需求评估，基于问题的学习和教师培训举措（主人课程），以及那些所做的不是（非硕士课程）。重新设计课程（P <0.0001）的课程和教师表现的有用性和相关性的平均分数显着提高，并且在教师培训2009年正式后，两组的评估显着改善（P <0.001）。总之，纳入序列需求评估，基于问题的学习和教师培训举措的教育重新设计与参与者评估的改进有关，但这些变化需要4 - 5年才能变得明显。

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