A Process Model of Continuing Professional Learning and Change: A Longitudinal Mixed-Method Study of a Faculty Development Program in Geriatrics

• In Event: Poster Session 10
  In Poster Session: Division I Poster Session

Abstract

Purpose: To generate a theoretical model grounded in this study data for understanding how academic physicians experience continuing learning through a faculty development program

Method: A mixed method of quantitative and qualitative analyses of longitudinal learning experience with a purposeful sample of 42 physicians in three cohorts of a faculty development program

Results: Regardless of age, gender, rank, clinic patient proportion of age 65 or older, teaching setting, or learner level, the triangulated data revealed a pattern of common factors in predisposition, participation, and changes. Learner autonomy was related to valuing learning for clinical practice, at measures taken prior (r=.41) and post-program (r=.38).

Conclusion: The data suggest a process factorial model in continuing learning and change, which includes learner autonomy.

Authors

• Eunmi Park, Johns Hopkins University

• Colleen Christmas, Johns Hopkins / Medicine

• Gary J. Confessore, The George Washington University

• Samuel C. Durso, Johns Hopkins / Medicine