title: Educationally influential physicians: the need for construct validation.
abstract: BACKGROUND
  Educationally influential physicians may be a valuable resource in continuing medical education. Although the idea driving this research--informal learning--converges with research in adult education, organizational learning, marketing, and knowledge diffusion, the results of interventions have proven inconclusive. To actualize the promise of the educationally influential physician (EIP) construct, it is argued that researchers must return to the "classic" studies in this area and resume the process of validating the meaning of the construct.
  
  
  METHODS
  A literature review and the occasion of an educationally influential physician identification survey provided an opportunity to contribute to development of this construct. We compared three identification rules used to study 212 physicians.
  
  
  RESULTS
  Each rule may identify different people as EIPs.
  
  
  CONCLUSIONS
  To improve the use of educational influentials, research must be completed to validate their role in informal learning.
authors.affiliation: Regional Geriatric Program of Toronto, Sunnybrook & Women's College Health Sciences Centre, University of Toronto, 2075 Bayview Avenue, Room H475, Toronto, ON M4N 3M5.
authors.forename: David Patrick
authors.initials: DP
authors.lastname: Ryan
authors.forename: Bernard
authors.initials: B
authors.lastname: Marlow
authors.forename: Rory
authors.initials: R
authors.lastname: Fisher
mesh_terms: D000328:Adult; D003625:Data Collection; D004502:Education, Medical, Continuing; D006801:Humans; D007400:Interprofessional Relations; D007857:Leadership; D007858:Learning; D008875:Middle Aged; D017145:Models, Educational; D009864:Ontario; D010379:Peer Group; D010819:Physician's Role; D015203:Reproducibility of Results