Iranian Journal of Medical Education

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Introduction: The dispersal of educational needs assessment resources in one hand and different advantages and disadvantages attributed to each of needs assessment models and techniques on the other hand, make it hard to choose an appropriate, accurate, and reliable plan for needs assessment. This study was performed to develop a practical guideline for selecting a need assessment model and technique considering the scientific resources, global experiences, and local facilities. Methods: This descriptive study was performed in two phases. In the first phase, previous publications about issues affecting needs assessment plan were gathered (in different formats such as print and electronic documents), reviewed and discussed in focus groups. Accordingly, the influential factors were identified and a practical guideline was developed. In the second phase, the prepared guideline was distributed among CME directors of medical universities nationwide to have their viewpoints by a questionnaire. Data was analyzed by SPSS software using descriptive statistics test, T-test, and chi², and at last, using viewpoints of participants, the prepared guideline was revised. Results: Factors affecting the selection of needs assessment model and techniques included: level and aim of need assessment, target group (type, number, and distribution), need category, need definition, and resources (financial, human, time, and …). The practical guideline proposed 8 stepwise parts for need assessment administrators. In guideline evaluation from the CME director viewpoints, 87.5% appraised its overall content as clear and comprehensible, and 87.2% found it practical. Fifty percent of respondents ascribed it enough for implementation, and the others called for instructing the guideline in a face to face session. Conclusion: According to the viewpoint of the majority of respondents, it seems that the guideline could be used in need assessment of CME. To make use of the guideline it is necessary to instruct individuals regarding the content of guideline.

Keywords: Need assessment, Continuing medical education, Need assessment model, Need assessment technique

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