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Ayivi-Vinz G, Tremblay M, Gadio S, Dofara SG, Daniel SJ, Talbot D, Légaré F. Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study. JOURNAL OF CME 2024; 13:2363550. [PMID: 38873619 PMCID: PMC11172255 DOI: 10.1080/28338073.2024.2363550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2024] [Accepted: 05/29/2024] [Indexed: 06/15/2024]
Abstract
COVID-19 accelerated continuing professional development (CPD) delivered online. We aimed to compare the impact of in-person versus online CPD courses on medical specialists' behavioural intentions and subsequent behaviour. In this comparative before-and-after study, medical specialists attended in-person courses on nine clinical topics. A second group attended an adapted online version of these courses. Behavioural intention and its psychosocial determinants were measured before and immediately after the courses. Behaviour change was measured six months later. Generalised estimating equation (GEE) models were used to compare the impact of course formats. A total of 82/206 in-person registrants (mean age: 52±10 years; 50% men) and 318/506 on-line registrants (mean age: 49±12 years; men: 63%) participated. Mean intention before in-person courses was 5.99±1.31 and 6.43±0.80 afterwards (average intention gain 0.44, CI: 0.16-0.74; p=0.003); mean intention before online courses was 5.53±1.62 and 5.98±1.40 afterwards (average intention gain of 0.45, CI: 0.30-0.58; p<0.0001). Difference in intention gain between groups was not statistically significant. Behaviour reported six months later was not significantly associated with post-course intention in either group. However, the intention difference increased significantly among those who said they had adopted the targeted behaviour (paired wilcoxon test: n = 40 and p-value=0.002) while it did not increase significantly in the group of those who had not adopted a targeted behaviour (paired wilcoxon test: n = 16 and p-value=0.223). In conclusion, the increase in intention of specialists after CPD courses was similar whether the course was in-person or online. Also, an increase in intention in both groups signalled more likelihood of adoption.
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Affiliation(s)
- Gloria Ayivi-Vinz
- Faculty of Medicine, Université Laval, Quebec, Canada
- Faculty of Science and Engineering, Université Laval, Quebec, Canada
- Canada Research Chair in Shared Decision Making and Knowledge Translation, Université Laval, Quebec, Canada
- VITAM - Centre de recherche en santé durable, CIUSSS de la Capitale-Nationale, Quebec, Canada
| | - Martin Tremblay
- Direction du Développement Professionnel Continu, Fédération des Médecins Spécialistes du Québec, Montreal, QC, Canada
| | - Souleymane Gadio
- VITAM - Centre de recherche en santé durable, CIUSSS de la Capitale-Nationale, Quebec, Canada
| | - Suélène Georgina Dofara
- Canada Research Chair in Shared Decision Making and Knowledge Translation, Université Laval, Quebec, Canada
- VITAM - Centre de recherche en santé durable, CIUSSS de la Capitale-Nationale, Quebec, Canada
| | - Sam J Daniel
- Direction du Développement Professionnel Continu, Fédération des Médecins Spécialistes du Québec, Montreal, QC, Canada
| | - Denis Talbot
- Faculty of Medicine, Université Laval, Quebec, Canada
- Centre de Recherche du Centre Hospitalier, Universitaire de Québec-Université Laval, Québec, Canada
| | - France Légaré
- Faculty of Medicine, Université Laval, Quebec, Canada
- Canada Research Chair in Shared Decision Making and Knowledge Translation, Université Laval, Quebec, Canada
- VITAM - Centre de recherche en santé durable, CIUSSS de la Capitale-Nationale, Quebec, Canada
- Centre de Recherche du Centre Hospitalier, Universitaire de Québec-Université Laval, Québec, Canada
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Bastos RA, Carvalho DRDS, Brandão CFS, Bergamasco EC, Sandars J, Cecilio-Fernandes D. Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review. MEDICAL TEACHER 2022; 44:187-195. [PMID: 34608845 DOI: 10.1080/0142159x.2021.1973979] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
AIMS The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. RESULTS 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. CONCLUSIONS Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.
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Affiliation(s)
- Rodrigo Almeida Bastos
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
| | | | | | | | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
| | - Dario Cecilio-Fernandes
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
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Schoenfeld-Tacher RM, Dorman DC. Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous versus Asynchronous Learning. Vet Sci 2021; 8:vetsci8020013. [PMID: 33498439 PMCID: PMC7909406 DOI: 10.3390/vetsci8020013] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 01/13/2021] [Accepted: 01/14/2021] [Indexed: 11/16/2022] Open
Abstract
The COVID-19 pandemic prompted instruction at many veterinary schools to switch to an emergency remote teaching format to prevent viral transmission associated with in-person synchronous lectures. This study surveyed student perspectives and academic performance in a pre-planned online second-year veterinary toxicology course given at North Carolina State University in Spring 2020. This course relied on asynchronous narrated presentations for content delivery. This method of delivery predated the pandemic and was used throughout the course. Academic performance and patterns of access to materials in the online course was compared with the access patterns and performance of students given classroom-based synchronous teaching in Spring 2019. Assessments evaluated in this study were identical across courses. Students' academic performance was unaffected by delivery method. Lack of instructor interaction was an important perceived barrier in the asynchronous course. Asynchronous course materials were uniformly accessed across all days of the week, while supplemental materials for the face-to-face course showed a weekly pattern. Moving from letter grades to pass/fail did not change access frequency to supplemental course materials but led to decreased video usage in the asynchronous course. Results suggest that although some veterinary students perceived the switch in delivery format negatively, the method of delivery did not adversely affect performance in this preclinical course.
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