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

• Published in: Athletic training education journal 2009-07, Vol.4 (3), p.117-124
• Main Authors: Doherty-Restrepo, Jennifer L, Hughes, Brian J, Del Rossi, Gianluca, Pitney, William A
• Format: Article
• Language: English
• Subjects: Adult Learning; Andragogy; Athletics; Continuing Education Units; Evaluation; Health Services; Learning Theories; Lifelong Learning; Outcomes of Education; Patients; Professional Continuing Education; Professional Education; Trainers; Training
• ISSN: 1947-380X; 1947-380X
• DOI: 10.4085/1947-380X-4.3.117

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.