Evaluation Models for Continuing Education Program Efficacy: How Does Athletic Training Continuing Education Measure Up?

2009 ◽  
Vol 4 (3) ◽  
pp. 117-124 ◽  
Author(s):  
Jennifer L. Doherty-Restrepo ◽  
Brian J. Hughes ◽  
Gianluca Del Rossi ◽  
William A. Pitney
Keyword(s):  
Adult Learning ◽  
Continuing Education ◽  
Patient Care ◽  
Athletic Training ◽  
Program Development ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Learning Theories ◽  
Adult Learning Theories ◽  
Evaluation Models

Objective: Although continuing education is required for athletic trainers (AT) to maintain their Board of Certification credential, little is known regarding its efficacy for advancing knowledge and improving patient care. Continuing professional education (CPE) is designed to provide professionals with important practical learning opportunities. The purpose of our literature review is to provide ATs with an understanding of the primary evaluation models for CPE programs and identify how athletic training compares to the current models. We then explicate how adult learning theories can influence both CPE program development and evaluation. Data Sources: We conducted a review of pertinent literature from 2005–2008 using the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the following search terms in various combinations: andragogy, adult education, continuing education, continuing professional education, lifelong learning, and evaluation. This search resulted in approximately 190 hits. Data Synthesis: We reviewed research studies that examined CPE effectiveness and the application of adult learning theories in program development. Our findings revealed that most CPE programs fail to assess acquisition or retention of knowledge in allied healthcare professions. To date, no studies in athletic training have investigated the extent to which CPE influences patient care. Conclusions/Recommendations: We suggest conducting learning outcome studies to examine how ATs acquire and retain CPE program content and then apply it to their professional practice. Furthermore, we recommend incorporating adult learning theory into all CPE practices, including conference planning.

scholarly journals Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

2019 ◽  
Vol 6 ◽  
pp. 238212051984033 ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Andrea Taylor
Keyword(s):  
Healthcare Professional ◽  
Adult Learning ◽  
Professional Education ◽  
Relevant Literature ◽  
Learning Theories ◽  
Education Programs ◽  
Learning And Teaching ◽  
Professional Educators ◽  
Adult Learning Theories ◽  
Healthcare Professional Education

Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

Theorizing African American Women’s Learning and Development

2012 ◽  
pp. 38-55 ◽  
Author(s):  
Marilyn Y. Byrd ◽  
Dominique T. Chlup
Keyword(s):  
African American ◽  
Adult Education ◽  
Adult Learning ◽  
Predominantly White ◽  
African American Women ◽  
Research Strategy ◽  
Learning Theories ◽  
Learning And Development ◽  
Adult Learning Theories ◽  
Women's Narratives

This study is a qualitative, interpretative examination of nine African American women’s encounters with race, gender, and social class (intersectionality) in predominantly white organizations and the learning experiences that emerged from these encounters. Rather than continuing to operate from a Eurocentric view of learning, this study contributes to the scholarly discussion the learning perspectives of African American Women (AAW). Black feminist theory is used as a socio-cultural framework to explain how AAW learn from issues emerging from intersectionality. A narrative approach to inquiry was the research strategy employed. Three major learning orientations emerged from the women’s narratives: learning from influential sources, learning through divine guidance, and learning through affirmation of self. The authors contend that expanding the conversation of adult learning theories to include socio-cultural theories derived from black women’s scholarship may be necessary to move the field of adult education toward more inclusive ways of theorizing adult learning. Implications for the field of adult education and the emerging workforce diversity paradigm are provided.

Challenges, Issues, and Trends in Adult Education

2021 ◽  
pp. 48-75
Author(s):  
Jeng-Yang Wu
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Experiential Learning ◽  
Course Design ◽  
Learning Experiences ◽  
Learning Theories ◽  
Daily Lives ◽  
Adult Learning Theories

This chapter explores how adults think, learn, and apply knowledge in their daily lives to effectively design a curriculum, create activities, and integrate valuable technology into the course design. The chapter summarizes adult learning theories, including self-directed, transformative, and experiential learning, as well as the concept of andragogy. Instructors are provided with practical tools and methodologies which will help them to produce effective adult learning experiences.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

Advancing Practice through Continuing Professional Education: The Case for Reflection

2002 ◽  
Vol 65 (5) ◽  
pp. 237-241 ◽  
Author(s):  
Anne E K Roberts
Keyword(s):  
Continuing Education ◽  
Professional Practice ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Status Quo ◽  
Short Discussion ◽  
Discussion Paper ◽  
Essential Component ◽  
The Status ◽  
Reflection On Practice

This short discussion paper is inspired by the belief that continuing education is an essential catalyst for advancing professional practice. It proposes that reflection on practice is an essential component of continuing professional education and that experienced practitioners must reflect on practice in order both to develop personally and to move the profession forward. Inevitably, this entails questioning the status quo, facing conflict and initiating change. These processes are discussed here and the discussion concludes by considering some strategies for incorporating reflection through continuing professional education.

scholarly journals Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

2010 ◽  
Vol 45 (3) ◽  
pp. 279-286 ◽  
Author(s):  
Kirk J. Armstrong ◽  
Thomas G. Weidner
Keyword(s):  
Continuing Education ◽  
Patient Care ◽  
Athletic Training ◽  
Professional Practice ◽  
Professional Growth ◽  
Clinical Skills ◽  
Athletic Trainers ◽  
Demographic Characteristics ◽  
Cross Sectional ◽  
Training Professional

Abstract Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice. Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself. Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey. Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach α (α  =  0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The α level was set at .05. Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification–approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge. Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.

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