Esmat Nouhi; Hamed Reihani; Nozar Nakheii
Volume 1, Issue 1 , July 2004, , Pages 10-16
Abstract
Background: Learning needs assessment is the first step in educational program development Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical ...
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Background: Learning needs assessment is the first step in educational program development Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical Educational development center from the point of view participating physiciansMethods: This crosssectional study was carried out on 100 physicians (50 pediatricians & 50 psychiatrists) participating in psychiatry and pediatric retraining programs Subjects were asked about their learning needs on more than 20 clinical topics and the correspondence between learning needs and retraining program content before and after the program respectively Results: In both groups 22% were female and 78% were male Mean age and work experience were 34 and 7 years respectively In psychiatrists group the maximum mean scores were attained for “substance abuse related disorders” (443) in learning needs and “addiction definitions factors and prevention” (436) in correspondence between needs and program content The minimum mean scores were related to “stress disorders” (348) in learning needs and “etiology” (307) in correspondence between needs and program content In pediatricians group the maximum mean score was attained for “acute respiratory infection” in both learning needs (432) and correspondence between needs and program content (443) The minimum mean scores were related to “leishmaniosis” (316) in learning needs and “metabolic disorders” (324) in correspondence between needs and program content In both groups there was a significant correlation between learning needs and correspondence of needs and program content (P
