Abstract：
BACKGROUND: Although there is increasing focus on provider behavior change as an outcome of continuing medical education (CME), it has long been known that an increase in knowledge alone is rarely sufficient to induce such change. The Personal Learning Plan (PLP), designed to motivate and assess CME learning, was partly derived from SMART goals (specific, measurable, attainable, realistic, and timely), a concept well supported as a strategy to promote behavior change. The goal of this study was to explore the relationship between SMART goals developed after attending a CME conference and subsequent provider behavior change, using the PLP as a tool.
METHODS: PLPs were used as the outcome measure for Dartmouth-Hitchcock Continuing Medical Education conferences conducted during the fall of 2010. Three months later, participants were asked how close they were to completing their goals. All participants\' goals were analyzed according to SMART criteria.
RESULTS: Of the 841 participants attending conferences in fall 2010, 347 completed a PLP. An independent t-test found that among the 125 participants who completed the follow-up survey, those who indicated that they had completed their goal or were \"very close\" or \"extremely close\" to completing their goal wrote SMARTer goals than those who reported being \"not at all close\" to \"moderately close\" to completing their goal (t = 2.48, df = 123, p = 0.015).
CONCLUSIONS: Our results corroborate previous research that has found \"use of specific strategies to implement research-based recommendations seems to be necessary to ensure that practices change.\" Future directions include both a study of use of a PLP compared to a simple intent to change document and work on helping participants to write SMARTer goals.
METHODS: PLPs were used as the outcome measure for Dartmouth-Hitchcock Continuing Medical Education conferences conducted during the fall of 2010. Three months later, participants were asked how close they were to completing their goals. All participants\' goals were analyzed according to SMART criteria.
RESULTS: Of the 841 participants attending conferences in fall 2010, 347 completed a PLP. An independent t-test found that among the 125 participants who completed the follow-up survey, those who indicated that they had completed their goal or were \"very close\" or \"extremely close\" to completing their goal wrote SMARTer goals than those who reported being \"not at all close\" to \"moderately close\" to completing their goal (t = 2.48, df = 123, p = 0.015).
CONCLUSIONS: Our results corroborate previous research that has found \"use of specific strategies to implement research-based recommendations seems to be necessary to ensure that practices change.\" Future directions include both a study of use of a PLP compared to a simple intent to change document and work on helping participants to write SMARTer goals.
摘要：
背景：尽管作为继续医学教育（CME）的结果，越来越关注提供者的行为改变，人们早就知道，仅仅增加知识很少足以引起这种变化。个人学习计划（PLP）旨在激励和评估CME学习，部分来自聪明的目标(具体的，可测量,可达到的，现实的，并且及时)，作为促进行为改变的策略得到了很好的支持。本研究的目的是探讨参加CME会议后制定的SMART目标与随后的提供者行为变化之间的关系，使用PLP作为工具。
方法：在2010年秋季举行的达特茅斯-希区柯克继续医学教育会议中，使用PLP作为结果测量。三个月后,参与者被问及他们离完成他们的目标有多近.根据SMART标准分析所有参与者的目标。
结果：在2010年秋季参加会议的841名参与者中，有347名完成了PLP。一项独立的t检验发现，在完成跟踪调查的125名参与者中，那些表示他们已经完成了目标或“非常接近”或“非常接近”的人比那些报告“完全不接近”的人写了SMARTer目标以完成他们的目标（t=2.48，df=123，p=0.015）。
结论：我们的研究结果证实了先前的研究发现，“使用特定策略来实施基于研究的建议似乎是必要的，以确保实践发生变化。“未来的方向包括对PLP使用的研究，与简单的更改文档的意图相比，以及帮助参与者编写SMARTer目标的工作。
方法：在2010年秋季举行的达特茅斯-希区柯克继续医学教育会议中，使用PLP作为结果测量。三个月后,参与者被问及他们离完成他们的目标有多近.根据SMART标准分析所有参与者的目标。
结果：在2010年秋季参加会议的841名参与者中，有347名完成了PLP。一项独立的t检验发现，在完成跟踪调查的125名参与者中，那些表示他们已经完成了目标或“非常接近”或“非常接近”的人比那些报告“完全不接近”的人写了SMARTer目标以完成他们的目标（t=2.48，df=123，p=0.015）。
结论：我们的研究结果证实了先前的研究发现，“使用特定策略来实施基于研究的建议似乎是必要的，以确保实践发生变化。“未来的方向包括对PLP使用的研究，与简单的更改文档的意图相比，以及帮助参与者编写SMARTer目标的工作。
