791
Views
0
CrossRef citations to date
0
Altmetric
Letter to the Editor

Continuing Medical Education Outcomes are Much More Than Statistical Significance

ORCID Icon &

References

  • Robles JH, Harb KJ, Nisly SA. Paired or pooled analysis in continuing medical education, which one is better?. J Cme. 2023;12(1). doi: 10.1080/28338073.2023.2217371
  • Sullivan GM, Feinn R. Using effect size-or why the P value is not enough. J Grad Med Educ. 2012 Sep;4(3):279–3. doi: 10.4300/JGME-D-12-00156.1
  • Maher JM, Markey JC, Ebert-May D. The other half of the story: effect size analysis in quantitative research. CBE Life Sci Educ. 2013;12(3):345–351. doi: 10.1187/cbe.13-04-0082
  • Kühberger A, Fritz A, Lermer E, et al. The significance fallacy in inferential statistics. BMC Res Notes. Mar 17 2015;8(1):84. doi: 10.1186/s13104-015-1020-4
  • Schuwirth LW, Van der Vleuten CP. Programmatic assessment: From assessment of learning to assessment for learning. Med Teach. 2011;33(6):478–485. doi: 10.3109/0142159X.2011.565828
  • Prochaska JO, DiClemente CC, Norcross JC. In search of how people change: Applications to addictive behaviors. Amer Psychol. 1992;47(9):1102–1114. doi: 10.1037/0003-066X.47.9.1102
  • Prochaska JO, DiClemente CC. Stages and processes of self-change of smoking: Toward an integrative model of change. J Consult Clin Psychol. 1983;51(3):390–395. doi: 10.1037/0022-006X.51.3.390
  • Pathman DE, KONRAD TR, FREED GL. The awareness-to-adherence model of the steps to clinical guideline compliance: the case of pediatric vaccine recommendations. Med care. 1996;34(9):873–889. doi: 10.1097/00005650-199609000-00002
  • Durning SJ, Hemmer P, Pangaro LN. The structure of program evaluation: an approach for evaluating a course, clerkship, or components of a residency or fellowship training program. Teach Learn Med. 2007;19(3):308–318. doi: 10.1080/10401330701366796
  • Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE guide no. 67. Med Teach. 2012;34(5):e288–99. doi: 10.3109/0142159X.2012.668637
  • Haji F, Morin MP, Parker K. Rethinking programme evaluation in health professions education: beyond ‘did it work?’. Med Educ. 2013 Apr;47(4):342–351. doi: 10.1111/medu.12091
  • Olson CA, Bakken LL. Evaluations of educational interventions: getting them published and increasing their impact. J Contin Educ Health Prof. 2017; 37(4):281–284. doi: 10.1097/CEH.0000000000000181
  • Olson CA, Shershneva MB, Brownstein MH. Peering inside the clock: Using success case method to determine how and why practice-based educational interventions succeed. Article J Contin Educ Health Prof. 2011;31(Supplement 1):S50–S59. doi: 10.1002/chp.20148
  • Olson CA, Williams BW. Principles of effective research in continuing professional development in the health professions. In: Rayburn W, Turco M, and Davis D, editors Continuing professional development in medicine and health care - better education, better patient outcomes. The Netherlands: Wolters Kluwer; 2018. pp. 363–384.
  • Allen LM, Hay M, Palermo C. Evaluation in health professions education-Is measuring outcomes enough? Med Educ. 2022 Jan;56(1):127–136. doi: 10.1111/medu.14654