Multi-Method Needs Assessment Optimises Learning

Publication/Presentation Date

10-2012

Abstract

Background:  Although needs assessment is an essential step in curricular development, postgraduate medical educators receive minimal associated training. Effective needs-assessment strategies include multi-method feedback from educators and learners. Aim:  We describe the information received from three needs-assessment methods and analyse the advantages and disadvantages of each. Methods:  In the process of designing an evidence-based medicine (EBM) curriculum, we solicited learner and educator feedback using: (1) an anonymous needs-assessment survey; (2) a curriculum committee consisting of volunteer learners and faculty members; and (3) a focus group containing a broader selection of learners. Results:  The survey generated quantitative data useful in lobbying for resources, but did not ascertain the meaning of surprising findings. The curriculum committee created learner buy-in for the curriculum and aided in curriculum design; however, it was time consuming. The focus group identified barriers to learning that influenced the curriculum but did not provide consensus on several critical issues. Conclusion:  Each needs assessment tool delivered unique and valuable information. Educators performing needs assessment can select between these and other techniques based upon the information that they require.

Volume

9

Issue

5

First Page

295

Last Page

298

ISSN

1743-498X

Disciplines

Curriculum and Instruction | Medical Specialties | Medicine and Health Sciences | Primary Care

PubMedID

22994466

Peer Reviewed for front end display

Peer-Reviewed

Department(s)

Department of Family Medicine, Department of Family Medicine Faculty

Document Type

Article

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