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AuthorAl-Ismail, Muna Said
AuthorNaseralallah, Lina Mohammad
AuthorHussain, Tarteel Ali
AuthorStewart, Derek
AuthorAlkhiyami, Dania
AuthorAbu Rasheed, Hadi Mohamad
AuthorDaud, Alaa
AuthorPallivalapila, Abdulrouf
AuthorNazar, Zachariah
Available date2022-10-31T18:46:19Z
Publication Date2022-01-01
Publication NameMedical Teacher
Identifierhttp://dx.doi.org/10.1080/0142159X.2022.2126756
Citation: Muna Said Al-Ismail, Lina Mohammad Naseralallah, Tarteel Ali Hussain, Derek Stewart, Dania Alkhiyami, Hadi Mohamad Abu Rasheed, Alaa Daud, Abdulrouf Pallivalapila & Zachariah Nazar (2022): Learning needs assessments in continuing professional development: A scoping review, Medical Teacher, DOI: 10.1080/0142159X.2022.2126756
ISSN0142159X
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85139087407&origin=inward
URIhttp://hdl.handle.net/10576/35624
AbstractBackground: A rigorous learning needs assessment (LNA) is a crucial initial step in the Continuing Professional Development (CPD) process. This scoping review aimed to collate, summarize, and categorize the reported LNA approaches adopted to inform healthcare professional CPD and highlight the gaps for further research. Method: In August 2020, nine bibliographic databases were searched for studies conducted with any health professional grouping, reporting the utilized LNA to inform CPD activities. Two reviewers independently screened the articles for eligibility and charted the data. A descriptive analytical approach was employed to collate, summarize, and categorize the literature. Results: 151 studies were included in the review; the majority adopted quantitative methods in the form of self-assessment surveys. Mixed-methods approaches were reported in only 35 studies. Descriptions of LNA development lacked detail of measures taken to enhance their rigor or robustness. Discussion: These findings do not reflect recommendations offered by the CPD literature. Further investigations are required to evaluate more recently advocated LNA approaches and add to their limited evidence-base. Similarly, the existing support afforded to CPD developers warrants further study in order to identify the necessary resource, infrastructure and expertise essential to design and deliver effective CPD programs.
SponsorOpen Access funding provided by the Qatar National Library.
Languageen
PublisherTaylor and Francis Group
SubjectContinuing professional development
health professionals
needs assessment
scoping systematic review
TitleLearning needs assessments in continuing professional development: A scoping review
TypeArticle
ESSN1466-187X
dc.accessType Full Text


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