Pennington F C
West J Med. 1978 Jun;128(6):558-62.
A review of program development literature in adult education and continuing medical education (CME) indicates the pervasive influence of a single approach to designing instructional activities. An examination of the assumptions of this model indicates several weaknesses. An alternative model is proposed that recognizes the importance and impact of the planners' interaction with representatives of the learner group, institutional colleagues and persons in outside agencies. Results of previous research, experience in planning, observations of the planning processes of others and discussions with expert continuing medical educators show that planning is a dynamic process of suggesting and selecting from many alternatives those instructional activities with the greatest potential for effecting the desired changes in learners. Through a series of deliberations, needs are specified, instructional activities are designed, goals and objectives are stated, and evaluation techniques are selected. CME planners direct the process and constantly focus on the immediate impact on the learners and ultimately on the learners' practice behavior.
对成人教育和继续医学教育（CME）中项目开发文献的回顾表明，单一的教学活动设计方法具有广泛影响。对该模型假设的审视揭示了若干弱点。本文提出了一种替代模型，该模型认识到规划者与学习者群体代表、机构同事及外部机构人员互动的重要性和影响。先前的研究结果、规划经验、对他人规划过程的观察以及与继续医学教育专家的讨论表明，规划是一个动态过程，需要从众多备选方案中提出并选择那些最有可能对学习者产生预期变化的教学活动。通过一系列审议，明确需求、设计教学活动、阐述目标，并选择评估技术。继续医学教育规划者指导这一过程，并始终关注对学习者的直接影响以及最终对学习者实践行为的影响。
