Critical Evaluation of Continuing Education Offerings

Web site Authors                                                                                          Professional Ethics -- Professor:
Barbara Harris & Ruth Lawarre-Kline                                                         Heather Clark, Ph.D.
Master's Candidates                                                                                    Appalachian State University                                                                                                                        

Table of Contents

Synopsis
Strategies for Selection
Means of Evaluating the Content of the Continuing Education Event

Short Answer / Narrative Questionnaire
Checklist Format
ASHA Guidelines for Evaluating a Continuing Education Program

Sources of Continuing Education Programs
References

Synopsis

The American Speech-Language and Hearing Association is the national organization of professionals who are certified in speech- language pathology and/or audiology. Members of this organization have written and approved a Code of Ethics for the responsible discharge of obligations by speech-language pathologists, audiologists, and speech, language, and hearing scientists . (ASHA, 23) Continuing education fulfills Principle II, Rule C of this Code of Ethics which states Individuals shall continue their professional development throughout their careers . Practicing professionals understand the need for continuing education. It affords them the opportunity to augment existing skills in order to expand their scope of competence . (ASHA, 23) The end consequence of which is better service for their clients.  The purpose of this presentation is to offer strategies for selecting reputable continuing education activities, means of evaluating the content that is presented in the activity and resources for finding continuing education options.

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Strategies for Selection

With the variety of continuing education events being offered across the country, speech-language pathologists, audiologists and speech, language and hearing scientists are faced with the dilemma of choosing from this assortment of events. Numerous strategies exist for the selection of continuing education events.  Once the professional has decided that a publicized presentation has piqued their interest, the potential attendee would look at the source of notification regarding the event. Did the notification arrive via written format? If so, look at the brochure. Was it written on professional grade card stock? Did the notification arrive via the Internet? If so, was it by way of a known listserv?

The potential attendee would also consider the presenter(s).  Does/do the presenter(s) already have an established reputation for excellence in their field? Is/are the presenter(s) affiliated with a reputable university? Has/have the individual(s) conducted research, presented research based upon literature reviews he/she has conducted? Has/have the data been published?  If so, read abstracts of the author s/authors work (both previous and current).  Is the data written in clear concise terminology? Read the research document in its entirety.  As the knowledge seeker, evaluate the methods and results of the research. Did the author(s) adhere to high (methods) standards in participant selection, materials, data collection, procedures and data analysis? Are the results meaningful? Did the research writer maintain the problem as the focus of the Results section ?  (Schiavetti, Nicholas & Metz, Dale, p 301)  If given in the journal article, are the table titles and figure captions concise but explanatory enough that the reader need not refer to the text to decipher the information? (, Nicholas & Met, Dale, p.301).

In addition to these considerations, our professional organization web site provides Guidelines for Evaluating a Continuing Education Program.

Professionals must also account for their resources. These resources could include time away from the work setting, financial resources to pay for registration, and other expenses incurred as a result of traveling (i.e. hotel accommodations, meals, transportation air fare, taxis, mileage for one's own car). Location is therefore an important issue albeit not a content issue which is the focus of this presentation.

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Means of Evaluating the Content of the Continuing Education Event
Often, attendees of continuing education events/sessions complete evaluation forms regarding the event for the presenter(s). The intent in doing so is to provide the presenter(s) with information with which to streamline their educational event for future presentations. It is equally important for the attendee to evaluate the session/event for him/herself.  In more formal terms, it is necessary to evaluate the content of the continuing education event in order to uphold the standards of the Code of Ethics  adopted by ASHA and its membership (ASHA, p 23) as well as to fulfill the practitioner's need to determine the best use of his/her time and resources.

Content evaluations may be completed in various formats. Among them, a questionnaire seeking short narrative responses and checklists whose results can be quickly tabulated appear most often in the authors' experience. Less often, the authors have been asked for a letter of recommendation and occasionally the authors have been asked for an interview regarding the educational content.

Following are sample review formats used by the authors:

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  References  

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  Page Authored By Barbara Harris
and Ruth Lawarre-Kline
Animated Graphics by Beth Benton
Technical Assistance by Joani Lawarre

All graphics used with permission
Date Created 1/21/2003
Last Modified 1/26/2003