title: Commitment to practice change: an evaluator's perspective.
abstract: A commitment to practice change (CTC) approach may be used in educational program evaluation to document practice changes, examine the educational impact relative to the instructional focus, and improve understanding of the learning-to-change continuum. The authors reviewed various components and procedures of this approach and discussed some practical aspects of its application using an example of a study evaluating a presentation on menopausal care for primary care physicians. The CTC approach is a valuable evaluation tool, but it requires supplementation with other data to have a complete picture of the impact of education on practice. From the evaluation perspective, the self-reported nature of the CTC data is a major limitation of this method.
authors.affiliation: Office of Continuing Professional Development in Medicine and Public Health, University of Wisconsin-Madison, 2701 International Lane, Ste 208, Madison, WI 53704, USA. mbshershneva@ocpd.wisc.edu
authors.forename: Marianna B
authors.initials: MB
authors.lastname: Shershneva
authors.forename: Min-fen
authors.initials: MF
authors.lastname: Wang
authors.forename: Gary C
authors.initials: GC
authors.lastname: Lindeman
authors.forename: Julia N
authors.initials: JN
authors.lastname: Savoy
authors.forename: Curtis A
authors.initials: CA
authors.lastname: Olson
mesh_terms: D003659:Decision Making, Organizational; D004502:Education, Medical, Continuing; D004521:Educational Measurement; D004522:Educational Status; D006801:Humans; D009936:Organizational Innovation; D016730:Program Development; D015397:Program Evaluation; D036301:Qualitative Research; D057566:Self Report
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