Pharmacy Department, Kaiser Permanente, Denver, CO, USA.
J Am Pharm Assoc (2003). 2012;52(6):742-52. doi: 10.1331/JAPhA.2012.11080.
To assess the effect of continuing professional development (CPD) on perceptions of learning behaviors compared with traditional continuing pharmacy education (CPE).
Randomized controlled trial.
Kaiser Permanente Colorado (KPCO) from August 2008 to June 2009.
Licensed pharmacists employed at KPCO.
After completing a basic CPD course, participants were randomized into a control group that continued with traditional CPE or an intervention group that completed three CPD workshops and used the CPD approach for their professional learning needs. At baseline and follow-up, all participants completed a study questionnaire on perceptions of their learning behaviors.
Comparison of responses to questionnaire items at follow-up.
100 pharmacists were enrolled. The intervention (n = 44; 7 lost to follow-up) and control (n = 47; 2 lost to follow-up) groups were similar at baseline. At follow-up, a higher percentage of intervention than control participants reported changing their learning behaviors/activities sometimes (41% vs. 0%, P < 0.01) or frequently/always (18% vs. 4%, P < 0.05). More intervention than control participants responded that they frequently/always participated in learning by doing (61% vs. 36%, P < 0.05), identified specific learning objectives (93% vs. 30%, P < 0.01), and documented their learning plan (82% vs. 13%, P < 0.01). A higher percentage of intervention than control participants responded that they adhered to their learning plan partially/to a large extent (80% vs. 15%, P < 0.01) and more than three-quarters of the intervention participants responded that they partially/to a large extent achieved their learning objectives ( P < 0.01).
Pharmacists who adopted a CPD approach were more likely to report that various aspects of their learning behaviors improved as a result of education activities compared with pharmacists who participated in traditional CPE.
评估继续专业发展（CPD）对学习行为认知的影响，与传统继续药学教育（CPE）相比。
随机对照试验。
科罗拉多州凯撒永久医疗集团（KPCO），2008 年 8 月至 2009 年 6 月。
受雇于 KPCO 的持照药剂师。
在完成基础 CPD 课程后，参与者被随机分为对照组（继续接受传统 CPE）或干预组（完成三个 CPD 研讨会并将 CPD 方法用于其专业学习需求）。在基线和随访时，所有参与者都完成了一份关于他们学习行为认知的调查问卷。
随访时对问卷项目的回答比较。
共纳入 100 名药剂师。干预组（n=44；7 人失访）和对照组（n=47；2 人失访）在基线时相似。随访时，与对照组相比，更多的干预组参与者报告有时（41%比 0%，P<0.01）或经常/总是（18%比 4%，P<0.05）改变了他们的学习行为/活动。与对照组相比，更多的干预组参与者回应说他们经常/总是通过实践学习（61%比 36%，P<0.05），确定了具体的学习目标（93%比 30%，P<0.01），并记录了他们的学习计划（82%比 13%，P<0.01）。与对照组相比，更多的干预组参与者回答他们部分/大部分遵守学习计划（80%比 15%，P<0.01），超过四分之三的干预组参与者回答他们部分/大部分实现了学习目标（P<0.01）。
与参与传统 CPE 的药剂师相比，采用 CPD 方法的药剂师更有可能报告说，教育活动对他们学习行为的各个方面都有所改善。
