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: Need for careful planning in needs assessment

• There is little evidence that needs assessment alone enhances educational effectiveness and outcomes, so it must be placed within the wider process of planned learning, relevance to practice, and reinforcement of learning in the appropriate context

• Formal needs assessment can identify only a narrow range of needs and might miss needs not looked for, so breadth and flexibility of needs assessment methods should be embraced

• In professional education it is not necessarily defensible to focus all learning on identified needs—wider professional learning not related to a specific need is also of fundamental value where practice is not predictable

• Individual and group learning needs are different—group learning needs may produce an average picture that fails to address important needs and interests of individual members of the group—so a balance is required. Each approach has its uses and effects, but each must be used for the right purpose

• Identifying individual learning needs, often not shared by others, may lead to an unimpressive cost-benefit analysis in terms of individually targeted use of educational resources if used inappropriately. Individual learning needs assessment is best used in the context of learning that occurs on an individual basis—such as in the relationship between general practitioner registrar and trainer

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