title: Multi-method needs assessment optimises learning.
abstract: BACKGROUND
  Although needs assessment is an essential step in curricular development, postgraduate medical educators receive minimal associated training. Effective needs-assessment strategies include multi-method feedback from educators and learners.
  
  
  OBJECTIVE
  We describe the information received from three needs-assessment methods and analyse the advantages and disadvantages of each.
  
  
  METHODS
  In the process of designing an evidence-based medicine (EBM) curriculum, we solicited learner and educator feedback using: (1) an anonymous needs-assessment survey; (2) a curriculum committee consisting of volunteer learners and faculty members; and (3) a focus group containing a broader selection of learners.
  
  
  RESULTS
  The survey generated quantitative data useful in lobbying for resources, but did not ascertain the meaning of surprising findings. The curriculum committee created learner buy-in for the curriculum and aided in curriculum design; however, it was time consuming. The focus group identified barriers to learning that influenced the curriculum but did not provide consensus on several critical issues.
  
  
  CONCLUSIONS
  Each needs assessment tool delivered unique and valuable information. Educators performing needs assessment can select between these and other techniques based upon the information that they require.
authors.affiliation: Department of Family Medicine, Lehigh Valley Health Network, Pennsylvania 18105-7017, USA. drew_m.keister@lvhn.org
authors.forename: Drew
authors.initials: D
authors.lastname: Keister
authors.forename: Heath
authors.initials: H
authors.lastname: Grames
mesh_terms: D003479:Curriculum; D004502:Education, Medical, Continuing / Q000458:organization & administration*; D019317:Evidence-Based Medicine; D005180:Faculty, Medical; D017144:Focus Groups; D006801:Humans; D007858:Learning; D020380:Needs Assessment / Q000458:organization & administration*