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ERIC Number: ED465128
Record Type: RIE
Publication Date: 2002-Apr
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluation of an Individualized Continuing Education Program for Physicians and Nurse Practitioners: An Example of the Situational Nature of Program Evaluation.
Tresolini, Carol P.; Savage, Katherine D.; Hedgpeth, Marian Wells; Curtis, Peter
The Visiting Clinician Program (VCP) was established in 1996 at a public medical school to provide individualized continuing education to participants and to foster closer ties between academic health center faculty and community practitioners who serve as preceptors for health professions students. Various methods have been used to evaluate the program, with focuses on program implementation and processes and program outcomes for participants. Specific sources of data were program management systems, end-of-day surveys of visiting clinicians, periodic interviews with visiting clinicians, follow-up surveys of clinicians who have completed the program, and surveys of faculty hosts. Findings indicated the following: (1) the program enrolled 103 clinicians; (2) visiting clinicians identified 139 specific learning needs, the most frequently identified areas being diabetes, cardiology, pain, adult obesity, sports medicine, dermatology, and computing in medical practice; (3) the program had financial and political costs and constraints; (4) administrative aspects of the program were satisfactory both for visiting clinicians and host faculty; (5) program participants engaged in 587 half- or full-day sessions in 116 different areas since the program began and earned 2,884 hours of continuing medical education credit; and (6) the program appeared to be a vehicle for building and strengthening collegial relationships between program participants and the faculty members who host them. (YLB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).