Physicians' Perceptions of Transfer of Learning From Continuing Medical Education (Cme) Programs Into Practice: A Case Study

Abstract

To further realize the impact of the Holton model in the physician context, physicians may need to be viewed as "sole proprietors" of their practice with (a) closer proximity to their practice; (b) more direct authority over their transfer of learning capabilities; and (c) greater authority over their learning process, compared to employees in traditional organizational settings. Pedagogical considerations given this new outlook on physicians involve enhancing the program relevance to the physicians' practice; improving program structure to include expert speakers and periods for social interaction; and, being attentive to the physicians' "time crunch". Implications for instructional designers, presenters, evaluators and institutional administrators are discussed.