Madhavpeddi AR, Walter JL, Wells JR, Jehnet M. From theory to practice: Evaluating the integration of adult learning theory in continuing medical education activities. J Contin Educ Health Prof. 2026. PMID: 41452159. DOI: 10.1097/CEH.0000000000000636.

Abstract

The underpinnings of adult learning theory are foundational to continuing medical education (CME). Several widely studied learning theories are relevant to medical providers including deliberate practice, situated learning theory and community of practice, social cognitive theory and self-determination, adaptive expertise, and experiential learning theory. The Accreditation Council for Continuing Medical Education recognizes 11 types of CME activities each integrating these learning theories to some degree. Provider preferences are shaped by accessibility, cost, flexibility, and opportunities for networking leaving many balancing the convenience of online programs with the value of in-person interactions. The degree to which learning theories are integrated within CME activities is widely understudied despite their interwoven relationship and association to provider preferences. This analysis aims to (1) evaluate the degree various CME models integrate learning theory; (2) identify theory-led strengths and limitations of CME models; and (3) extrapolate themes for CME planners to strengthen theory integration. The three most common types of CME activities are enduring material (ie, web-based courses, web-based courses with simulation), live courses (ie, conferences, webinars, simulations), and regular scheduled series (ie, Project Extension for Community Healthcare Outcomes, speaker series). Integration of learning theory across 7 CME models was evaluated through a content analysis using a trichotomous classification system (fully integrated, partially integrated, or no integration). Results varied, with Project Extension for Community Healthcare Outcomes and live simulations having the highest degree of theory integration. A thematic analysis identified five themes for improving theory integration including feedback mechanisms, structured self-reflection, adaptability to promote autonomy, repeat exposure to complex skills, and practice of humility.

Questions

1. In your experience, is theory integration in continuing education (CE) for healthcare professionals typically intentional or implicit? Is “full integration” of all theoretical elements necessary, or even desirable, for every CE activity?
2. The researchers found that webinars had the lowest theory integration among the activity formats they studied. Do you agree with this assessment? What design changes could improve theory integration in webinars?
3. This study identified five key themes for improving theory integration in CE: feedback mechanisms, structured self-reflection, adaptability to promote autonomy, repeat exposure to complex skills, and practice of humility. Which of these themes/strategies is most feasible to implement in your education planning and teaching? Why?