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PurposeThe objective of this paper is to explore how learning needs of physicians are best achieved when planning for appropriate continuing medical education activities.Design/methodology/approachThis paper examines the informal types of needs‐assessment as opposed to formal types when identifying the learning needs of physicians.FindingsThis paper projects how informal types of needs‐assessment probe more deeply into the opinions and perceptions of physicians, thus complementing with formal methods when planning appropriate academic activities.Research limitations/implicationsInformal types of needs‐assessment show promise in deriving a physician's individual learning needs, but has limitations as the educational activities proposed and undertaken would not necessarily benefit a larger group and, as they are usually unshared, would result in unimpressive utilization of educational resources.Practical implicationsAlthough the method of informal needs‐assessment is noteworthy, when planning academic activities on a larger scale and for wider gain, the formal methods of needs‐assessment are to be preferred.Originality/valueThis paper establishes that the informal method of needs‐assessment is significant in obtaining the true learning needs of the physicians but should always be complemented by formal methods. |
