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Multi‐method needs assessment optimises learning
Author(s) -
Keister Drew,
Grames Heath
Publication year - 2012
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/j.1743-498x.2012.00549.x
Subject(s) - computer science
Summary Background: Although needs assessment is an essential step in curricular development, postgraduate medical educators receive minimal associated training. Effective needs‐assessment strategies include multi‐method feedback from educators and learners. Aim: We describe the information received from three needs‐assessment methods and analyse the advantages and disadvantages of each. Methods: In the process of designing an evidence‐based medicine (EBM) curriculum, we solicited learner and educator feedback using: (1) an anonymous needs‐assessment survey; (2) a curriculum committee consisting of volunteer learners and faculty members; and (3) a focus group containing a broader selection of learners. Results: The survey generated quantitative data useful in lobbying for resources, but did not ascertain the meaning of surprising findings. The curriculum committee created learner buy‐in for the curriculum and aided in curriculum design; however, it was time consuming. The focus group identified barriers to learning that influenced the curriculum but did not provide consensus on several critical issues. Conclusion: Each needs assessment tool delivered unique and valuable information. Educators performing needs assessment can select between these and other techniques based upon the information that they require.