Application of Adult Learning Theory to Continuing Medical Education (CME) Development: A Quantitative Study to Determine if CME Developed with Adult Learning Theory Can Improve Test Utilization in the Pediatric Emergency Department
Date of Award
Doctor of Philosophy (Ph.D.)
College of Health Professions
Dr. Karen Golemboski
Dr. James Archibald
Dr. Joshua Hayden
Healthcare professions education is a multifaceted topic with a broad scope spanning from the undergraduate to professional level. The application of adult learning theory and interprofessional education are aspects of this topic where there is a deviation between what is happening at the undergraduate, graduate, and professional level. The intent of this quantitative experimental research study was to examine if the application of adult learning theory to the current continuing medical education/continuing education (CME/CE) model could improve the utilization of the respiratory pathogen panel (RPP) test in an urban pediatric acute care children’s hospital emergency department (ED) to a greater extent than CME/CE designed using the traditional framework. An exclusively educational intervention was used for this study. Findings from this study revealed that CME/CE inclusive of the adult learning theory could significantly improve RPP utilization practices in the pediatric ED and supported the inclusion of adult learning theory in CME/CE design. Participants were pediatric ED physicians, residents, fellows, advanced practice registered nurses (APRNs), laboratorians, and pharmacists who practiced at the hospital.
Davis, Brenda, "Application of Adult Learning Theory to Continuing Medical Education (CME) Development: A Quantitative Study to Determine if CME Developed with Adult Learning Theory Can Improve Test Utilization in the Pediatric Emergency Department" (2022). Graduate Theses, Dissertations, and Capstones. 133.
Available for download on Wednesday, July 12, 2023