دیدگاه پزشکان عمومی شهر قزوین از اثربخشی برنامه‌های آموزش مداوم

Background and Objective: In the recent years, the steady education has confronted with some challenges. Most of the studies estimate that the effectiveness of these programs is moderate; therefore, due to the importance and background of these researches, we assessed the current steady education in a qualitative way via the perspective of general practitioners (GPs). Materials and Methods: This research with a qualitative approach was done among the Qazvin city s GPs  in 2015. The inductive content analysis was done for 3 focus groupS of discussions (FGD). IN in order to gather the data, a purposive sampling method until data saturation was used. All interviews were recorded,too. Results: 23 General physicians participated in our study.The Data analysis led to the extraction of 6 main categories, 22 subcategories, 51 sub-codes, and, 67 suggested solutions. The main categories of participants included (2 subcategories), teachers (3 subcategories), policy (5 subcategories), designing  (4 subcategories), subject (3 subcategories) and the  content (2 subcategories).The main problems which were detected among the categories are as follows: participants :  basic learning problems and low motivation of GPs; teachers: low level of statement , being unfamiliar with  difficulties  which GPs face with and not having a certain goal; policy: exclusion of GPs ideas, low motivation of universities in holding programs with high quality, inadequate infrastructure in  training ,the inappropriate time of holding programs ,paying no attention to evaluation results and also the results that the teachers were not informed of them.; design: lack of appropriate technology, lack of target group level, boring and inappropriate form of holding; subject: mismatching the issues with needs  for general physicians, lack of focus neither  on the subject of the application, nor on a variety of topics; content: not practical and not updated program content and lack of coordination between the teachers in the delivery of the content. Conclusion: The entire process of the steady education from needs assessment until the program requires a necessary revision and intervention. Increasing capabilities of teachers, concordance of teaching objectives with medical needs, teaching methods revision, providing structured feedback to the organizers and teachers seems to be very essential. Moreover, the use of more realistic Indicators for evaluation of the program, such as improving clinical performance must be considered, too.