November 2024 #MedEdPearls: The Power of the Needs Assessment to Transform Learning

Have you been tasked with curricular revision, program design, performance improvement, or resource allocation? Conducting a needs assessment is crucial for identifying current gaps and aligning resources to ensure educational and organizational initiatives meet actual needs and achieve desired outcomes. This MedEdPearl underscores the importance of conducting a holistic needs assessment and the application of a framework to begin to understand needs and transform learning across the health professions.

A needs assessment is fundamentally a process designed to help educators at all levels effectively identify, comprehend, and address educational gaps. It involves a systematic examination of the gap between the current state and the desired state of an organization, along with the factors contributing to this gap. Needs can be defined as the “gaps in individual, small group, organizational, or societal results” and places the assessment upon the “discrepancy between what is and what should be in terms of results.” In the ever-evolving field of health professions education, ensuring educational programs meet the needs of learners is crucial. Conducting a needs assessment is a vital initial step in enhancing the effectiveness of educational investments, ultimately leading to better outcomes. 

The Organizational Elements Model (OEM) provides a holistic approach and structured framework to identify and address gaps in educational programs, ensuring they are aligned with both organizational goals and societal needs. The OEM distinguishes between what is (current state) and what should be (future state) through examination of the “means” and “ends.” This model helps in systematically analyzing and planning educational interventions by distinguishing between means (inputs and processes) and ends (products, outputs, and outcomes).

• Means (Inputs & Processes): The ways we achieve ends. They include the methods, processes, activities, techniques and resources used to deliver a result such as the faculty needed to teach, the space dedicated to teaching, the tools/technology for instruction, or curricular/accreditation standards.
• Ends (Products, Outputs, & Outcomes): Results, impacts, and consequences from applying means. They represent the ultimate goals and objectives an organization desires to achieve, such as improved patient care in a healthcare setting or enhanced learning outcomes in an educational institution.

During the assessment process, these are further examined via five elements:

• Identify Inputs: What resources are available? Consider faculty expertise, educational materials, technology, funding, and facilities.
  • Needs Assessment Level: Quasi
  • Stakeholder: Employee, Faculty
  • Planning Type: Resources
• Analyze Processes: What methods and activities are used to deliver education? Consider lectures, workshops, e-learning, hands-on training, and simulations.
  • Needs Assessment Level: Quasi
  • Stakeholder: Employee, Faculty
  • Planning Type: Actions
•  Evaluate Products: What are the immediate results of educational processes at the micro level? Consider exam performance, learning objectives met, student feedback, and skill acquisition.
  • Needs Assessment Level: Micro
  • Stakeholder: Faculty/Employee Groups
  • Planning Type: Operational
• Assess Outputs: What are the broader results at the organizational/macro level? Consider overall performance of the educational program, board certification pass rates, graduate employment rates, and institutional reputation.
  • Needs Assessment Level: Macro
  • Stakeholder: Organization, Leadership, Board
  • Planning Type: Tactical
• Determine Outcomes: What are the long-term impacts on society representing the mega level? Consider patient outcomes, healthcare system improvements, public health advancements, and societal well-being.
  • Needs Assessment Level: Mega
  • Stakeholder: Society, Community, Patient
  • Planning Type: Strategic

As you wrap up your needs assessment, reflect on the insights gained through the OEM framework. Have you identified the gap between what is the current result and what should be the desired result? Have you analyzed to understand the root cause and essential elements of the gap? Have you aligned your resources effectively? Are the methods and processes in place leading to meaningful outcomes? Evaluating whether the means justify the ends is crucial, as it ensures your educational programs are not only effective but also impactful. The OEM model provides a holistic approach to understand needs in medical education programs.

Join the #MedEdPearls discussion on Twitter to share your perspective on how you could implement this needs assessment framework.

MedEdPearls are developed monthly by the Central Group on Educational Affairs. Previously, #MedEdPearls explored topics including delivering an integrated curriculum using communities of practice, an opportunity to transform, and a transformational book for educators.

Carrie Bowler, EdD, MLS^CM (ASCP) is an Assistant Professor of Medical Education, Health Care Administration, and Laboratory Medicine and Pathology and is the Operations Administrator for Mayo Clinic’s School of Continuous Professional Development. Carrie’s areas of professional interests include faculty and leadership development, patient safety, and technology enhanced learning and instruction. Carrie can be followed on Twitter or contacted via email.

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