David Patrick Ryan1, Bernard Marlow, Rory Fisher. 1. Regional Geriatric Program of Toronto, Sunnybrook & Women's College Health Sciences Centre, University of Toronto, 2075 Bayview Avenue, Room H475, Toronto, ON M4N 3M5.
Abstract
INTRODUCTION: Educationally influential physicians may be a valuable resource in continuing medical education. Although the idea driving this research--informal learning--converges with research in adult education, organizational learning, marketing, and knowledge diffusion, the results of interventions have proven inconclusive. To actualize the promise of the educationally influential physician (EIP) construct, it is argued that researchers must return to the "classic" studies in this area and resume the process of validating the meaning of the construct. METHODS: A literature review and the occasion of an educationally influential physician identification survey provided an opportunity to contribute to development of this construct. We compared three identification rules used to study 212 physicians. RESULTS: Each rule may identify different people as EIPs. DISCUSSION: To improve the use of educational influentials, research must be completed to validate their role in informal learning.
INTRODUCTION: Educationally influential physicians may be a valuable resource in continuing medical education. Although the idea driving this research--informal learning--converges with research in adult education, organizational learning, marketing, and knowledge diffusion, the results of interventions have proven inconclusive. To actualize the promise of the educationally influential physician (EIP) construct, it is argued that researchers must return to the "classic" studies in this area and resume the process of validating the meaning of the construct. METHODS: A literature review and the occasion of an educationally influential physician identification survey provided an opportunity to contribute to development of this construct. We compared three identification rules used to study 212 physicians. RESULTS: Each rule may identify different people as EIPs. DISCUSSION: To improve the use of educational influentials, research must be completed to validate their role in informal learning.
Authors: Gerd Flodgren; Elena Parmelli; Gaby Doumit; Melina Gattellari; Mary Ann O'Brien; Jeremy Grimshaw; Martin P Eccles Journal: Cochrane Database Syst Rev Date: 2011-08-10
Authors: Anna R Gagliardi; Laure Perrier; Fiona Webster; Karen Leslie; Mary Bell; Wendy Levinson; Ori Rotstein; Ann Tourangeau; Laurie Morrison; Ivan L Silver; Sharon E Straus Journal: Implement Sci Date: 2009-08-19 Impact factor: 7.327