{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87806"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87806","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Physicians' Perceptions of Transfer of Learning From Continuing Medical Education (Cme) Programs Into Practice: A Case Study","abstract":"\"To further realize the impact of the Holton model in the physician context, physicians may need to be viewed as \"\"sole proprietors\"\" of their practice with (a) closer proximity to their practice; (b) more direct authority over their transfer of learning capabilities; and (c) greater authority over their learning process, compared to employees in traditional organizational settings. Pedagogical considerations given this new outlook on physicians involve enhancing the program relevance to the physicians' practice; improving program structure to include expert speakers and periods for social interaction; and, being attentive to the physicians' \"\"time crunch\"\". Implications for instructional designers, presenters, evaluators and institutional administrators are discussed.\"","abstract_html":""To further realize the impact of the Holton model in the physician context, physicians may need to be viewed as ""sole proprietors"" of their practice with (a) closer proximity to their practice; (b) more direct authority over their transfer of learning capabilities; and (c) greater authority over their learning process, compared to employees in traditional organizational settings. Pedagogical considerations given this new outlook on physicians involve enhancing the program relevance to the physicians' practice; improving program structure to include expert speakers and periods for social interaction; and, being attentive to the physicians' ""time crunch"". Implications for instructional designers, presenters, evaluators and institutional administrators are discussed."","abstract_has_math":false,"creators":["Gitonga, Jacqueline Wairimu"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human Resources and Family Studies","degree_department":null,"school":null,"contributors":["James Allen Leach"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T16:59:02Z","date_published":"2015-09-28T16:59:02Z","updated_at":"2026-07-22T22:26:31Z","subjects":["Health Sciences, Education"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3392023"],"render_values":[{"text":"(MiAaPQ)AAI3392023","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/87806","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Allen Leach"]},{"key":"dc:creator","label":"Author","values":["Gitonga, Jacqueline Wairimu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T16:59:02Z","10000-01-01","2009"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Resources and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Health Sciences, Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87806","(MiAaPQ)AAI3392023"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"To further realize the impact of the Holton model in the physician context, physicians may need to be viewed as \"\"sole proprietors\"\" of their practice with (a) closer proximity to their practice; (b) more direct authority over their transfer of learning capabilities; and (c) greater authority over their learning process, compared to employees in traditional organizational settings. 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