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Napolitano F, Pagnucci N, Aleo G, Walsh N, Kearns T, Wray J, Mahon P, Gazić M, Samardžija M, Bagnasco A, Fitzgerald C. Newly qualified nurses' and midwives' experience with continuing professional development during transition: A cross-sectional study. Nurse Educ Pract 2024; 80:104123. [PMID: 39241664 DOI: 10.1016/j.nepr.2024.104123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2024] [Revised: 08/17/2024] [Accepted: 08/29/2024] [Indexed: 09/09/2024]
Abstract
AIM To explore newly qualified nurses and midwives' experience of continuing professional development (CPD) and factors associated with CPD participation during newly qualified nurses and midwives' transition, such as job satisfaction and intention to leave. BACKGROUND Newly qualified nurses and midwives find it difficult to make the transition to their first registered post. During the transition, professional support through CPD is essential to build competence and confidence and increase job satisfaction and retention. DESIGN A cross-sectional study. METHODS This study was conducted from September 2021 to October 2022. The online survey, consisting of 83 items, included: the Questionnaire of Professional Development of Nurses (Q-PDN), the McCloskey/Mueller Satisfaction Scale, three questions about Intention to Leave and two open-ended questions. The analysis was conducted by combining the results from the three European countries. Descriptive and logistic regression analyses were performed. The participants were Newly qualified nurses and midwives from Ireland, Italy and Croatia RESULTS: A total of 476 Newly qualified nurses and midwives completed the survey. Of these, 32 % (n=152) were satisfied with opportunities to participate in CPD activities and 54.8 % (n=261) had participated in a formal CPD programme. Most newly qualified nurses and midwives (89.1 %, n=424) agreed that they would like to participate in a formal CPD programme. Almost half of the participants (46.4 %, n=219) had thought of leaving the profession in the previous 12 months. We found that 'having participated in a programme to support newly qualified nurses (OR=0.29; p<.001), 'participating in mandatory CPD activities' (OR=0.76; p=0.016) and 'working in the clinical area of community' (OR=0.31; p<.001) or in maternity (OR=0.46; p=0.040) were positively associated with better job satisfaction. CONCLUSIONS Participation in support programs during the transition period contributes to increasing job satisfaction for newly qualified nurses and midwives. During their transition, newly qualified nurses and midwives need more support from their institution managers, in terms of ensuring a better learning environment, as well as formal and informal supports.
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Affiliation(s)
- Francesca Napolitano
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
| | - Nicola Pagnucci
- Department of Translational Research and New Surgical and Medical Technologies, University of Pisa, Via Savi 67, Pisa 56100, Italy; European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Giuseppe Aleo
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Niamh Walsh
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
| | - Thomas Kearns
- Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Jane Wray
- Faculty of Health Sciences, University of Hull, Hull HU67RX, UK.
| | - Paul Mahon
- Centre for Nursing and Midwifery Advancement, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | | | | | - Annamaria Bagnasco
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, Genoa 16132, Italy.
| | - Catherine Fitzgerald
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland.
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Ko SH, Park KB, Cha JR, Jeon YD, Kim SG. Virtual platform to tackle challenges associated with lifelong medical education during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2024; 24:697. [PMID: 38926822 PMCID: PMC11210001 DOI: 10.1186/s12909-024-05686-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Accepted: 06/20/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND During the COVID-19 pandemic, large in-person conferences were mostly cancelled to avoid further disease contagion. Physicians continued to demand changes in form to enable participation in lifelong medical education programs, and the traditional model of in-person conferences needed to be rethought. As such, a regional branch of the national orthopedic association tried to move in-person conferences onto a virtual platform. This study aimed to investigate the effect of transitioning large in-person conferences to a virtual model during the COVID-19 pandemic, especially examining any differences in the attendance of each type of conference. METHODS In this retrospective observational study, 776 participants in virtual conferences and 575 participants in in-person conferences were analyzed. Institutions were classified based on their location in a central city and two neighboring cities. Affiliated institutions were divided into resident training hospitals, general hospitals, and private clinics. The change in the number and proportion of participants between the virtual conference year and in-person conference year was calculated. RESULTS The number of virtual conference participants was significantly greater than that of in-person conference participants (P = 0.01). Although the highest number of participants was from central city for both years, the proportion of participants from the two neighboring cities increased. Although the proportion of participants from resident training hospitals and private clinics decreased, the proportion of participants from general hospitals increased. CONCLUSIONS We implemented a virtual platform to tackle challenges associated with lifelong medical education during the COVID-19 pandemic. The virtual platforms can be helpful for organizations that must hold regular lifelong medical education programs for members spread across a wide geographic region.
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Affiliation(s)
- Sang-Hun Ko
- Department of Orthopedic Surgery, Ulsan University Hospital, University of Ulsan College of Medicine, 25 Daehakbyeongwon-ro, Dong-Gu, Ulsan, 44033, Republic of Korea
| | - Ki-Bong Park
- Department of Orthopedic Surgery, Ulsan University Hospital, University of Ulsan College of Medicine, 25 Daehakbyeongwon-ro, Dong-Gu, Ulsan, 44033, Republic of Korea.
| | - Jae-Ryong Cha
- Department of Orthopedic Surgery, Ulsan University Hospital, University of Ulsan College of Medicine, 25 Daehakbyeongwon-ro, Dong-Gu, Ulsan, 44033, Republic of Korea
| | - Young-Dae Jeon
- Department of Orthopedic Surgery, Ulsan University Hospital, University of Ulsan College of Medicine, 25 Daehakbyeongwon-ro, Dong-Gu, Ulsan, 44033, Republic of Korea
| | - Sang-Gon Kim
- Department of Orthopedic Surgery, Ulsan University Hospital, University of Ulsan College of Medicine, 25 Daehakbyeongwon-ro, Dong-Gu, Ulsan, 44033, Republic of Korea
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Soklaridis S, Shier R, Zaheer R, Scully M, Williams B, Daniel SJ, Sockalingam S, Dang L, Tremblay M. "The genie is out of the bottle": a qualitative study on the impact of COVID-19 on continuing professional development. BMC MEDICAL EDUCATION 2024; 24:631. [PMID: 38844926 PMCID: PMC11155036 DOI: 10.1186/s12909-024-05498-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 04/30/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND The onset of the COVID-19 pandemic catalysed a monumental shift in the field of continuing professional development (CPD). Prior to this, the majority of CPD group-learning activities were offered in-person. However, the pandemic forced the field to quickly pivot towards more novel methods of learning and teaching in view of social distancing regulations. The purpose of this study was to obtain the perspectives of CPD leaders on the impact of the pandemic to elucidate trends, innovations, and potential future directions in the field. METHODS Semi-structured interviews were conducted between April-September 2022 with 23 CPD leaders from Canada and the USA. Interviews were audio-recorded, transcribed, and de-identified. A thematic analysis approach was used to analyse the data and generate themes. RESULTS Participants characterised COVID-19 as compelling widespread change in the field of CPD. From the interviews, researchers generated six themes pertaining to the impact of the pandemic on CPD: (1) necessity is the mother of innovation, (2) the paradox of flexibility and accessibility, (3) we're not going to unring the bell, (4) reimagining design and delivery, (5) creating an evaluative culture, and (6) a lifeline in times of turmoil. CONCLUSION This qualitative study discusses the impact of the pandemic on the field of CPD and leaders' vision for the future. Despite innumerable challenges, the pandemic created opportunities to reform design and delivery. Our findings indicate a necessity to maintain an innovative culture to best support learners, to improve the healthcare system, and to prepare for future emergencies.
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Affiliation(s)
- Sophie Soklaridis
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada.
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
- Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada.
- The Wilson Centre, University Health Network, University of Toronto, Toronto, ON, Canada.
- Centre for Addiction and Mental Health, 1025 Queen Street West B1 - 2nd Floor, Room 2300, Toronto, ON, M6J 1H4, Canada.
| | - Rowen Shier
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Rabia Zaheer
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Michelle Scully
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Betsy Williams
- Professional Renewal Centre, Lawrence, KS, USA
- Wales Behavioral Assessment, Lawrence, KS, USA
- Department of Psychiatry, School of Medicine, University of Kansas, Lawrence, KS, USA
| | - Sam J Daniel
- Department of Pediatric Surgery, McGill University, Montréal, Québec, Canada
- Continuing Professional Development Department, Fédération des médecins spécialistes du Québec, Montréal, Québec, Canada
| | - Sanjeev Sockalingam
- Department of Education Services, Centre for Addiction and Mental Health, Toronto, ON, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
- The Wilson Centre, University Health Network, University of Toronto, Toronto, ON, Canada
| | - Linda Dang
- Slaight Family Centre for Youth in Transition, Centre for Addiction and Mental Health, Toronto, ON, Canada
| | - Martin Tremblay
- Continuing Professional Development Department, Fédération des médecins spécialistes du Québec, Montréal, Québec, Canada
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Paton M, Zakeri B, Rowland P, Tavares W, Williams BW, Schneeweiss S, Wiljer D. Decision making in continuing professional development organisations during a crisis. MEDICAL EDUCATION 2024; 58:722-729. [PMID: 38105389 DOI: 10.1111/medu.15265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 09/26/2023] [Accepted: 10/22/2023] [Indexed: 12/19/2023]
Abstract
INTRODUCTION Early in COVID-19, continuing professional development (CPD) providers quickly made decisions about program content, design, funding and technology. Although experiences during an earlier pandemic cautioned providers to make disaster plans, CPD was not entirely prepared for this event. We sought to better understand how CPD organisations make decisions about CPD strategy and operations during a crisis. METHODS This is a descriptive qualitative research study of decision making in two organisations: CPD at the University of Toronto (UofT) and the US-based Society for Academic Continuing Medical Education (SACME). In March 2021, using purposive and snowball sampling, we invited faculty and staff who held leadership positions to participate in semi-structured interviews. The interview focused on the individual's role and organisation, their decision-making process and reflections on how their units had changed because of COVID-19. Transcripts were reviewed, coded and analysed using thematic analysis. We used Mazmanian et al.'s Ecological Framework as a further conceptual tool. RESULTS We conducted eight interviews from UofT and five from SACME. We identified that decision making during the pandemic occurred over four phases of reactions and impact from COVID-19, including shutdown, pivot, transition and the 'new reality'. The decision-making ability of CPD organisations changed throughout the pandemic, ranging from having little or no independent decision-making ability early on to having considerable control over choosing appropriate pathways forward. Decision making was strongly influenced by the creativity, adaptability and flexibility of the CPD community and the need for social connection. CONCLUSIONS This adds to literature on the changes CPD organisations faced due to COVID-19, emphasising CPD organisations' adaptability in making decisions. Applying the Ecological Framework further demonstrates the importance of time to decision-making processes and the relational aspect of CPD. To face future crises, CPD will need to embrace creative, flexible and socially connected solutions. Future scholarship could explore an organisation's ability to rapidly adapt to better prepare for future crises.
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Affiliation(s)
- Morag Paton
- Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Bita Zakeri
- Bouvé College of Health Sciences, Northeastern University, Boston, Massachusetts, USA
| | - Paula Rowland
- Department of Occupational Science and Occupational Therapy, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- The Wilson Centre, University Health Network and Temerty Faculty of Medicine, Toronto, Canada
| | - Walter Tavares
- The Wilson Centre, University Health Network and Temerty Faculty of Medicine, Toronto, Canada
- Department of Health and Society, University of Toronto Scarborough, Scarborough, Canada
| | - Betsy White Williams
- Department of Psychiatry, School of Medicine, University of Kansas, Clinical Program, Kansas City, Kansas, USA
- Professional Renewal Center, Lawrence, Kansas, USA
| | - Suzan Schneeweiss
- Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Department of Pediatrics, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - David Wiljer
- Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- University Health Network, Toronto, Canada
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Namatovu JF, Mubuuke AG, Buwembo W, Nakigudde J, Kiguli S. Stakeholder views on continuing professional development for doctors working in public primary care facilities in central Uganda: a qualitative study. Pan Afr Med J 2024; 47:97. [PMID: 38799194 PMCID: PMC11126753 DOI: 10.11604/pamj.2024.47.97.417840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 02/19/2024] [Indexed: 05/29/2024] Open
Abstract
Introduction the primary care workforce in the public sector of Uganda is under the district health system. The doctors in this workforce provide leadership and frontline promotive, preventive, curative, rehabilitative, and palliative care. Their numbers are still low and therefore need effective support through continuing professional development (CPD). Part of the support is influenced by stakeholders whose views on CPD in the district health system are important. This study therefore explored the stakeholders' views on the CPD of doctors working in the district health system in central Uganda. Methods a qualitative exploratory study was done, and data was collected using an interview guide through in-depth interviews among ten purposively selected CPD stakeholders influencing different aspects of CPD activities of doctors working in public general hospitals and health center IVs. The interviews were recorded and transcribed verbatim and manually analyzed using deductive thematic analysis. Results five themes were categorized into; CPD practices, facilitators, benefits, challenges, and suggestions. Each of the themes had subthemes; CPD practices; training, mentorship and apprenticeship, support supervision, and quality improvement projects. Facilitators; internet services, grants, health facility managers, facility-based CPD providers, and regional CPD guidelines. Benefits; motivation, knowledge, teamwork, and renewal of practicing licenses. Challenges; workload, allowances, access, documentation, mindset, quality, structure of public health system, and sustainability. Suggestions; training needs analysis, collaboration, monitoring, e-CPD platforms, CPD resource centers, and individual CPD responsibility. Conclusion the stakeholders' views are an indication that effective CPD is a collaborative effort from both the primary care doctors and those in the leadership of the health care system.
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Affiliation(s)
| | | | | | - Janet Nakigudde
- Department of Psychiatry, Makerere University, Kampala, Uganda
| | - Sarah Kiguli
- Department of Peadiatrics and Child Health, Makerere University, Kampala, Uganda
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Turco MG, Sockalingam S, Williams B. Health Care Professional Distress and Mental Health: A Call to the Continuing Professional Development Community. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2024:00005141-990000000-00105. [PMID: 38236072 DOI: 10.1097/ceh.0000000000000547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
ABSTRACT COVID-19 unleashed a maelstrom of distress on health care professionals. The pandemic contributed to a host of stressors for workers because of the need for rapid acquisition of new knowledge and skills to provide best treatment while simultaneously dealing with personal safety, limited resources, staffing shortages, and access to care issues. Concurrently, problems with systemic racial inequality and discrimination became more apparent secondary to difficulties with accessing health care for minorities and other marginalized groups. These problems contributed to many health care professionals experiencing severe moral injury and burnout as they struggled to uphold core values and do their jobs professionally. Some left or disengaged. Others died. As continuing professional development leaders focused on all health professionals, we must act deliberately to address health care professionals' distress and mental health. We must incorporate wellness and mental health as organizing principles in all we do. We must adopt a new mental model that recognizes the importance of learners' biopsychosocial functioning and commit to learners' wellness by developing activities that embrace a biopsychosocial point of view. As educators and influencers, we must demonstrate that the Institute for Healthcare Improvement's fourth aim to improve clinician well-being and safety (2014) and fifth aim to address health equity and the social determinants of health (2021) matter. It is crucial that continuing professional development leaders globally use their resources and relationships to accomplish this imperative call for action.
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Affiliation(s)
- Mary G Turco
- Dr. Turco: Associate Professor of Medicine, Geisel School of Medicine at Dartmouth, Principal for Scholarship Enhancement and Academic Professional Development, Department of Medicine, Dartmouth Hitchcock Medical Center, Lebanon, NH. Dr. Sockalingam: Chief Medical Officer, VP Education and Senior Scientist, Centre for Addiction and Mental Health, Professor and Vice-Chair, Education, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Williams: Clinical Associate Professor, Department of Psychiatry, University of Kansas School of Medicine, and Clinical Director, Professional Renewal Center®, Director of Continuing Education, Wales Behavioral Assessment, Lawrence, KS
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Iyer PH. Corona Virus Disease (COVID-19): Lessons Learned Impact on the Education of Health Professionals. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2024; 1458:233-246. [PMID: 39102200 DOI: 10.1007/978-3-031-61943-4_15] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/06/2024]
Abstract
The coronavirus disease (COVID-19) had a tremendous impact on the education of health professionals globally because of the lack of continuity in the medical education process. After it was declared a pandemic, stay-at-home orders forced students to learn virtually, to mitigate the spread of infection. While didactic courses transitioned easily to a virtual format, using platforms like Webex, Zoom, Google Classroom, etc. preclinical and clinical teaching suffered immensely. Patient care was halted for the safety of the patients, students and faculty, and staff involved. Uncertainty about clinical care and isolation during quarantine due to infections caused poor mental health among students. Most health professions innovated their teaching with simulations, role-play, educational videos, etc. but dental education suffered due to the need for psychomotor skill development. As the COVID-19 protocols evolved, and vaccinations became available, the teaching slowly transformed to Flipped Classrooms, Blended Learning, and Hybrid formats, and patient care was allowed with screening, triaging, and testing before scheduling for aerosol-causing procedures in dentistry. This new normal was accepted and silver linings in the pedagogies were appreciated by faculty and institutions alike as outcomes were analyzed. This chapter examines lessons learned on pandemic awareness, effective teaching pedagogies, and challenges of health professionals. An analysis of the lessons based on the framework of the Community of Inquiry is provided as guidelines to educate Gen Z for the future.
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Affiliation(s)
- Parvati H Iyer
- Department of Diagnostic Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific, 155, 5th Street, San Francisco, CA, 94103, USA.
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Sklar DP, Chan T, Illing J, Madhavpeddi A, Rayburn WF. Five Domains of a Conceptual Framework of Continuing Professional Development. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023:00005141-990000000-00100. [PMID: 37883123 DOI: 10.1097/ceh.0000000000000536] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2023]
Abstract
ABSTRACT Continuing professional development (CPD) for health professionals involves efforts at improving health of individuals and the population through educational activities of health professionals who previously attained a recognized level of acceptable proficiency (licensure). However, those educational activities have inconsistently improved health care outcomes of patients. We suggest a conceptual change of emphasis in designing CPD to better align it with the goals of improving health care value for patients through the dynamic incorporation of five distinct domains to be included in learning activities. We identify these domains as: (1) identifying, appraising, and learning new information [New Knowledge]; (2) ongoing practicing of newly or previously acquired skills to maintain expertise [New Skills and Maintenance]; (3) sharing and transfer of new learning for the health care team which changes their practice [Teams]; (4) analyzing data to identify problems and drive change resulting in improvements in the health care system and patient outcomes [Quality Improvement]; and (5) promoting population health and prevention of disease [Prevention]. We describe how these five domains can be integrated into a comprehensive conceptual framework of CPD, supported by appropriate learning theories that align with the goals of the health care delivery system. Drawing on these distinct but interrelated areas of CPD will help organizers and directors of learning events to develop their activities to meet the goals of learners and the health care system.
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Affiliation(s)
- David P Sklar
- Dr. Sklar: Senior Advisor to the Provost, Professor, College of Health Solutions, Arizona State University, Phoenix, AZ; Dr. Chan: Dean, School of Medicine, Toronto Metropolitan University, Toronto, Ontario, Canada; Associate Clinical Professor, McMaster University, McMaster University, Hamilton, Ontario, Canada; Prof. Illing: Director Health Professions Education Center, RCSI University of Medicine and Health Sciences; Ms. Madhavpeddi: Director, ASU Project ECHO, Arizona State University, Phoenix, AZ; Dr. Rayburn: Professor, College of Graduate Studies, Medical University of South Carolina, Charleston, SC
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Fitzgerald C, Pagnucci N, Kearns T, Hallissy M, Walsh N, Kelly C, Killeen C, White M, Aleo G. The experience and attitudes of long-term care workers with teaching and learning modalities for the delivery of continuing professional development activities: a mixed-methods study. Nurse Educ Pract 2023; 72:103774. [PMID: 37677990 DOI: 10.1016/j.nepr.2023.103774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 08/19/2023] [Accepted: 08/25/2023] [Indexed: 09/09/2023]
Abstract
AIM to develop a better understanding of the attitudes and experiences of healthcare workers and managers with face-to-face, online asynchronous (pre-recorded), and online synchronous (live) modalities for Continuing Professional Development (CPD) working in the Long-Term Care (LTC) sector. BACKGROUND The recent global pandemic significantly interrupted the delivery and organisation of education and training for healthcare professionals internationally. As a result of the restrictions, healthcare professionals' access to CPD was limited, consequentially education and training activities were mostly delivered online. Research into the experiences of healthcare workers with the various teaching and learning modalities in the LTC setting is limited. DESIGN An explanatory mixed methods study using an exploratory sequential design. METHODS A two-phase study conducted from January 2022 to September 2022, in the Republic of Ireland. In phase one, researchers conducted four focus groups and in phase two 168 participants completed a survey to explore the results of phase one. RESULTS From the focus groups interviews five themes emerged regarding participants' experiences, attitudes and preferences with the three modalities of CPD education and training in the field of LTC: 1) Flexibility, 2) Networking, 3) Resources and Support, 4) Engaging and meaningful learning, and 5) Balancing online and face-to-face learning through Blended Learning. Results from the survey found the preferred modality was face to face (n = 54, 32.1%), followed very closely by blended learning (n = 51, 30.4%). Most of the respondents reported that synchronous online CPD education was convenient, flexible, offers the opportunity to interact with peers, and that its quality depends on educators' skills. The majority of respondents (n = 155, 92.3%) declared that they would require support in the workplace to implement their new knowledge and skills. CONCLUSIONS This study revealed the significance participants place on 'engagement' when taking part in education and training. Engagement was described as a key factor to improve the delivery of CPD in the LTC setting. In addition, regardless of the mode of delivery, participants reported that they need to be supported in the workplace to implement their new knowledge and skills. This requires the support and endorsement of employers and managers, who could ensure more protected time for learning, technical support and championing facilitators and mentors in the workplace to enhance the translation of new knowledge into clinical practice. TWEETABLE ABSTRACT In LTC settings, face-to-face CPD is the preferred mode of delivery. Although synchronous online CPD is very convenient, educators must be able to engage learners. LTC workers need support by managers to implement their new knowledge and skills in their workplace.
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Affiliation(s)
- Catherine Fitzgerald
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Nicola Pagnucci
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Thomas Kearns
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Michael Hallissy
- H2 Learning, The Digital Hub, 10-13 Thomas Street, Dublin, Ireland.
| | - Niamh Walsh
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Carmel Kelly
- Leading Healthcare Providers Skillnet, 2A Convent Road, Dun Laoghaire, Co., Dublin, Ireland.
| | - Clodagh Killeen
- Leading Healthcare Providers Skillnet, 2A Convent Road, Dun Laoghaire, Co., Dublin, Ireland.
| | - Mark White
- Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Giuseppe Aleo
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
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Bernson-Leung ME, MacNeill H. Big Assumptions in Online and Blended Continuing Professional Development: Finding Our Way Forward Together. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023:00005141-990000000-00098. [PMID: 37725495 DOI: 10.1097/ceh.0000000000000528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/21/2023]
Abstract
ABSTRACT Continuing professional development (CPD) providers and faculty face a practice gap between our knowledge of effective practices in CPD and our implementation of them, particularly in online environments. Developmental psychologists Bob Kegan and Lisa Lahey have attributed such knowledge-implementation gaps to an "Immunity to Change" rooted in tacit "Big Assumptions." These Big Assumptions produce fears or worries, reveal competing commitments, and result in actions or inactions that hinder intended change. We sought to understand the barriers to change in online and blended CPD, to support CPD leaders in pursuing their goals for optimal use of technology in CPD. This inquiry arose from the 13th National Continuing Professional Development Accreditation Conference of the Royal College of Physicians and Surgeons of Canada and the College of Family Physicians of Canada, a virtual conference held in October 2022. After introducing the Immunity to Change framework and best practices in online and blended learning, we invited audience members to list Big Assumptions in CPD through chat and polling software. These responses were analyzed and grouped into five interrelated Big Assumptions that suggest a number of key barriers to optimal implementation of online CPD. We present data that counter each Big Assumption along with practical approaches to facilitate desired change for CPD.
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Affiliation(s)
- Miya E Bernson-Leung
- Dr. Bernson-Leung: Associate Director of Continuing Education and Program Director, Child Neurology Residency Training Program, Boston Children's Hospital; Assistant Professor of Neurology, Harvard Medical School, Boston, MA. Dr. MacNeill: Faculty Lead, Educational Technologies, Continuing Professional Development, Associate Professor, Temerty Faculty of Medicine, University of Toronto, and Medical Director of Stroke Rehabilitation, Sinai Health System, Toronto, Ontario, Canada
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MacNeill H, Paton M, Schneeweiss S, Wiljer D. Perceived Advantages and Disadvantages of Online Continuing Professional Development (CPD) During COVID-19: CPD Providers' Perspectives. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 44:147-150. [PMID: 37201550 DOI: 10.1097/ceh.0000000000000512] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
ABSTRACT COVID-19 precipitated many CPD providers to develop new technology competencies to create effective online CPD. This study aims to improve our understanding of CPD providers' comfort level, supports, perceived advantages/disadvantages, and issues in technology-enhanced CPD delivery during COVID-19. A survey was distributed to CPD providers at the University of Toronto and members of the Society for Academic Continuing Medical Education and analyzed using descriptive statistics. Of the 111 respondents, 81% felt very to somewhat confident to provide online CPD, but less than half reported IT, financial, or faculty development supports. The top reported advantage to online CPD delivery was reaching a new demographic; top disadvantages included videoconferencing fatigue, social isolation, and competing priorities. There was interest in using less frequently used educational technology such as online collaboration tools, virtual patients, and augmented/virtual reality. COVID-19 precipitated an increased comfort level in using synchronous technologies to provide CPD, giving the CPD community an increased cultural acceptance and skill level to build on. As we move beyond the pandemic, it will be important to consider ongoing faculty development, particularly toward asynchronous and HyFlex delivery methods to continue expand CPD reach and negate negative online experiences such as videoconferencing fatigue, social isolation, and online distractions.
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Affiliation(s)
- Heather MacNeill
- Dr. MacNeill: Faculty Lead, Educational Technologies, Continuing Professional Development, Temerty Faculty of Medicine; Associate Professor, Department of Medicine, University of Toronto, Toronto. Canada. Dr. Paton: Education Research Coordinator, Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Schneeweiss: Continuing Professional Development, Temerty Faculty of Medicine; Department of Paediatrics, University of Toronto, Toronto, Canada. Dr. Wiljer: Academic Director, Continuing Professional Development, Temerty Faculty of Medicine; Professor, Department of Psychiatry, Temerty Faculty of Medicine and the Institute for Health Policy Management and Evaluation, University of Toronto, Toronto, Canada; Executive Director, Digital, Education Technology Innovation, University Health Network
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12
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Fitzgerald C, Aleo G, Affonso D, Orlik W, Grech P, García-Vivar C, Kilkku N, Wray J, Culhane A, Balogh Z, Lillo-Crespo M, Harrison N, Gazić M, Kearns T. Development of a European Centre of Excellence (Coe) for Research in Continuing Professional Development (UPGRADE). JOURNAL OF CME 2023; 12:2160092. [PMID: 36969484 PMCID: PMC10031800 DOI: 10.1080/28338073.2022.2160092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 12/12/2022] [Accepted: 12/14/2022] [Indexed: 06/18/2023]
Abstract
The European Centre of Excellence (CoE) for Research in Continuing Professional Development (UPGRADE) is a pan-European network of researchers, clinicians, regulators, educators, and professional bodies, established in 2020 through a consensus group of experts, who defined its mission, vision, values, aims and objectives. The Centre's aim is to advance the science of Continuing Professional Development (CPD) for healthcare professionals through research and dissemination of best practices for CPD. Debate among UPGRADE partners and interchange of research data will yield best practices across countries to optimise quality CPD programmes. Collaboration, information exchange and communication among CPD experts will be facilitated through UPGRADE via an online Community of Inquiry (CoI). UPGRADE aims to evolve as a driving force network of academics and health professional leaders in research, education, professional regulation, and clinical practice whose collaborative work ensures quality and safe person-centred care. UPGRADE members are from 22 European countries, represented by strategic leaders in diverse sectors of health, policy, academia, and professional organisations. Three research-working groups constitute the pillars of UPGRADE, which addresses gaps in research, collect and create critical databases, and solidify the effectiveness of CPD.
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Affiliation(s)
- Catherine Fitzgerald
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Giuseppe Aleo
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Dyanne Affonso
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Witold Orlik
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
| | - Paulann Grech
- Department of Mental Health, University of Malta, MaltaMalta
| | | | - Nina Kilkku
- School of Social Services and Health Care, Tampere University of Applied Sciences, Tampere, Finland
| | - Jane Wray
- Faculty of Health Sciences, University of Hull, Hull, UK
| | - Aisling Culhane
- Department of Research and Policy Psychiatric Nurses’ Association Ireland, Station House The Waterways Sallins, Co Kildare, Ireland
| | - Zoltán Balogh
- College Professor Head of Nursing Department, Vice Dean for Clinical Relations, Faculty of Health Sciences, Semmelweis University, Budapest, Hungary
| | | | - Nigel Harrison
- Pro Vice Chancellor & Dean, Faculty of Health, Education, Medicine and Social Care, Anglia Ruskin University, Cambridge, UK
| | - Mario Gazić
- President of Croatian Nursing Council, University of North, Zagreb, Croatia
| | - Thomas Kearns
- European Centre of Excellence for Research in Continuing Professional Development, Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, Dublin, Ireland
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13
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van Diggele C, Roberts C, Lane S. Leadership behaviours in interprofessional student teamwork. BMC MEDICAL EDUCATION 2022; 22:834. [PMID: 36461010 PMCID: PMC9718460 DOI: 10.1186/s12909-022-03923-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 11/25/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Effective leaders support high-quality patient care and improve patient safety by embodying a collective leadership style. Training in leadership skills needs to be integrated longitudinally throughout a clinician's career. Models of leadership drawn from organisational theories can provide a conceptual framework for cultivating student leadership qualities during teamwork and the evaluation of emergent outcomes. Using the conceptual framework of Situational Leadership Theory, we sought to explore the leadership qualities identified by students of their team members, during a large scale interprofessional learning activity. METHODS In 2018, 1674 students from 11 health disciplines were required to participate in the "Health Collaboration Challenge" (HCC). The HCC required students to work in small interprofessional teams of five or six students. Following team activities, students were required to provide constructive written feedback to their team members. Peer feedback data were coded and categorised into themes using the conceptual framework of Situational Leadership Theory. Data were then quantified within each theme. RESULTS A total of 1282 comments were analysed. The most frequent comments related to 'delegating' (456/1282, 36%) and 'supporting' (402/1282, 31%). This was followed by comments categorised as 'directing' (244/1282, 19%), and 'coaching' (180/1282, 14%) leadership styles. Notably, a total of 1112/2597 (43%) of comments were unconstructive. A total of 298 comments provided by students informed their peers of areas for self-improvement. The most frequent comments were recommendations relating to 'active team member contribution' (111/298; 37%), followed by 'communication' (83/298; 28%), 'interprofessional practice' (77/298; 26%), and 'disciplinary knowledge' (27/298; 9%). CONCLUSION Although most students demonstrated a reasonable ability to display leadership behaviours appropriate to teamwork, further development is needed through training. Leadership skills are an expectation of health professional graduates, and should be explicitly taught and vertically integrated within interprofessional education curricula. Further research is warranted in how students contribute to and understand the requirements of leadership within interprofessional teams.
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Affiliation(s)
- Christie van Diggele
- Faculty of Medicine and Health, The University of Sydney, NSW, 2006, Sydney, Australia.
| | - Chris Roberts
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
| | - Stuart Lane
- Faculty of Medicine and Health, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
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Li SA, Chen R, Tong XC, Wong AK, Chan TM. Learning while leading: a realist evaluation of an academic leadership programme. BMJ LEADER 2022; 6:263-270. [PMID: 36794608 DOI: 10.1136/leader-2021-000508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 10/27/2021] [Indexed: 11/04/2022]
Abstract
INTRODUCTION Many academic health centres and universities have implemented leadership development programmes; however, their potential impact in different contexts in healthcare remains unknown. We assessed the impact of an academic leadership development programme on the self-reported leadership activities of faculty leaders in their respective work contexts. METHODS Ten faculty leaders who participated in a 10-month leadership development programme between 2017 and 2020 were interviewed. The realist evaluation approach was used to guide deductive content analysis, allowing concepts related to what works for whom, why and when to emerge from the data. RESULTS Faculty leaders benefited in different ways depending on the organisational context (eg, culture) in which they reside and their individual contexts (eg, personal aspirations as a leader). Faculty leaders who have minimal mentorship in their leadership role gained an increased sense of community and belongingness with peer leaders and received validation in their personal leadership approach from the programme. Faculty leaders with accessible mentors were more likely than their peers to apply the knowledge they learnt to their work settings. Prolonged engagement among faculty leaders in the 10-month programme fostered continuity of learning and peer support that extended beyond programme completion. CONCLUSIONS This academic leadership programme included participation of faculty leaders in different contexts, resulted in varying impacts on participants' learning outcomes, leader self-efficacy and application of acquired knowledge. Faculty administrators should look for programmes with a multitude of learning interfaces to extract knowledge, hone leadership skills and build networks.
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Affiliation(s)
- Shelly-Anne Li
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Ruth Chen
- School of Nursing, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.,Academic Leadership Program, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - X Catherine Tong
- Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.,Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Department of Family Medicine, Waterloo Regional Campus, McMaster University, Waterloo, ON, Canada
| | - Anne K Wong
- Academic Leadership Program, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada.,Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Department of Anesthesia, McMaster University, Hamilton, ON, Canada
| | - Teresa M Chan
- Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada .,Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Division of Education & Innovation, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, ON, Canada
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15
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Campos-Zamora M, Gilbert H, Esparza-Perez RI, Sanchez-Mendiola M, Gardner R, Richards JB, Lumbreras-Marquez MI, Dobiesz VA. Continuing professional development challenges in a rural setting: A mixed-methods study. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:273-280. [PMID: 35943696 PMCID: PMC9360663 DOI: 10.1007/s40037-022-00718-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2021] [Revised: 05/24/2022] [Accepted: 06/03/2022] [Indexed: 05/09/2023]
Abstract
INTRODUCTION Health professionals in rural settings encounter a wide range of medical conditions requiring broad knowledge for their clinical practice. This creates the need for ongoing continuing professional development (CPD). In this study, we explored the barriers that health professionals in a rural healthcare context faced participating in CPD activities and their preferences regarding educational strategies to overcome these challenges. METHODS This mixed-methods (exploratory sequential) study in a community hospital in rural Mexico includes 22 interviews, 3 focus groups, 40 observational hours, and a questionnaire of healthcare staff. RESULTS Despite low engagement with CPD activities (67% not motivated), all participants expressed interest and acknowledged the importance of learning for their practice. Barriers to participating include a disparity between strategies used (lecture-based) and their desire for practical learning, institutional barriers (poor leadership engagement, procedural flaws, and lack of resources), and collaboration barriers (adverse interprofessional education environment, ineffective teamwork, and poor communication). Additional barriers identified were inconvenient scheduling of sessions (75%), inadequate classrooms (65%), high workload (60%), ineffective speakers (60%), and boring sessions (55%). Participants' preferred learning strategies highlighted activities relevant to their daily clinical activities (practical workshops, simulations, and case analysis). The questionnaire had an 18% response rate. DISCUSSION The barriers to CPD in this rural setting are multifactorial and diverse. A strong interest to engage in context-specific active learning strategies highlighted the need for leadership to prioritize interprofessional education, teamwork, and communication to enhance CPD and patient care. These results could inform efforts to strengthen CPD in other rural contexts.
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Affiliation(s)
| | - Hannah Gilbert
- Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA, USA
| | | | | | - Roxane Gardner
- Center for Medical Simulation, Brigham and Women's Hospital, Boston, MA, USA
| | - Jeremy B Richards
- Shapiro Center for Education and Research, Division of Pulmonary, Critical Care, and Sleep Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Mario I Lumbreras-Marquez
- Department of Anesthesiology, Perioperative and Pain Medicine, Brigham and Women's Hospital, Boston, MA, USA
| | - Valerie A Dobiesz
- STRATUS Center for Medical Simulation, Department of Emergency Medicine Brigham and Women's Hospital, Harvard Humanitarian Initiative, Harvard Medical School, Boston, MA, USA.
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16
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Whitelock-Wainwright E, Koh JW, Whitelock-Wainwright A, Talic S, Rankin D, Gašević D. An exploration into physician and surgeon data sensemaking: a qualitative systematic review using thematic synthesis. BMC Med Inform Decis Mak 2022; 22:256. [PMID: 36171583 PMCID: PMC9520820 DOI: 10.1186/s12911-022-01997-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 09/12/2022] [Indexed: 11/10/2022] Open
Abstract
Providing electronic health data to medical practitioners to reflect on their performance can lead to improved clinical performance and quality of care. Understanding the sensemaking process that is enacted when practitioners are presented with such data is vital to ensure an improvement in performance. Thus, the primary objective of this research was to explore physician and surgeon sensemaking when presented with electronic health data associated with their clinical performance. A systematic literature review was conducted to analyse qualitative research that explored physicians and surgeons experiences with electronic health data associated with their clinical performance published between January 2010 and March 2022. Included articles were assessed for quality, thematically synthesised, and discussed from the perspective of sensemaking. The initial search strategy for this review returned 8,829 articles that were screened at title and abstract level. Subsequent screening found 11 articles that met the eligibility criteria and were retained for analyses. Two articles met all of the standards within the chosen quality assessment (Standards for Reporting Qualitative Research, SRQR). Thematic synthesis generated five overarching themes: data communication, performance reflection, infrastructure, data quality, and risks. The confidence of such findings is reported using CERQual (Confidence in the Evidence from Reviews of Qualitative research). The way the data is communicated can impact sensemaking which has implications on what is learned and has impact on future performance. Many factors including data accuracy, validity, infrastructure, culture can also impact sensemaking and have ramifications on future practice. Providing data in order to support performance reflection is not without risks, both behavioural and affective. The latter of which can impact the practitioner's ability to effectively make sense of the data. An important consideration when data is presented with the intent to improve performance.Registration This systematic review was registered with Prospero, registration number: CRD42020197392.
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Affiliation(s)
- Emma Whitelock-Wainwright
- Faculty of Information Technology, Centre for Learning Analytics (CoLAM), Monash University, Melbourne, Australia
- Practice Analytics, DHCRC, Sydney, Australia
| | - Jia Wei Koh
- Faculty of Information Technology, Centre for Learning Analytics (CoLAM), Monash University, Melbourne, Australia
- Practice Analytics, DHCRC, Sydney, Australia
| | | | - Stella Talic
- School of Public Health and Preventative Medicine, Monash University, Melbourne, Australia
- Practice Analytics, DHCRC, Sydney, Australia
| | - David Rankin
- Clinical Governance and Informatics, Cabrini Health, Melbourne, Australia
- Practice Analytics, DHCRC, Sydney, Australia
| | - Dragan Gašević
- Faculty of Information Technology, Centre for Learning Analytics (CoLAM), Monash University, Melbourne, Australia
- Practice Analytics, DHCRC, Sydney, Australia
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Miller S, Caretta-Weyer H, Chan T. Beyond competence: rethinking continuing professional development in the age of competence-based medical education. CAN J EMERG MED 2022; 24:563-565. [PMID: 36071320 DOI: 10.1007/s43678-022-00372-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 07/29/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Stephen Miller
- Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Holly Caretta-Weyer
- Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, California, USA
| | - Teresa Chan
- Division of Emergency Medicine, McMaster University, Hamilton, Ontario, Canada. .,Division of Education and Innovation, Department of Medicine, McMaster University, Hamilton, Ontario, Canada. .,Department of Health Research Methodologies, Evidence, and Impact (HEI), McMaster University, Hamilton, Ontario, Canada. .,McMaster Education Research, Innovation, and Theory (MERIT) Unit, McMaster University, Hamilton, Ontario, Canada. .,Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. .,Adjunct Associate Professor (Honorary), The Chinese University of Hong Kong - Shenzhen campus, Shenzhen, China.
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18
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Winters RC, Chen R, Lal S, Chan TM. Six Principles for Developing Leadership Training Ecosystems in Health Care. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:793-796. [PMID: 35703908 DOI: 10.1097/acm.0000000000004640] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Leadership education in medicine is evolving to better meet the challenges of health care complexity, interprofessional practice, and threats from viruses and budget cuts alike. In this commentary, the authors build upon the findings of a scoping review by Matsas and colleagues, published in the same issue, and ask us to imagine what a learning ecosystem around leadership might look like. They subsequently engage in their own synthesis of leadership development literature and propose 6 key principles for medical educators and health care leaders to consider when designing leadership development within their educational ecosystems: (1) apply a conceptual framework; (2) scaffold development-oriented approaches; (3) accommodate individual levels of adult development; (4) integrate diversity of perspective; (5) interweave theory, practice, and reflection; and (6) recognize the broad range of leadership conceptualization.
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Affiliation(s)
- Richard C Winters
- R.C. Winters is assistant professor and finance chair, Department of Emergency Medicine, executive and professional coach, Mayo Clinic, and medical director, professional leadership development, Mayo Clinic Care Network, Rochester, Minnesota; ORCID: https://orcid.org/0000-0002-6242-9529
| | - Ruth Chen
- R. Chen is associate professor, School of Nursing, and assistant dean of faculty development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0002-4886-1702
| | - Sarrah Lal
- S. Lal is assistant professor, Division of Education and Innovation, Department of Medicine, director, Health Venture Development, member, McMaster Education Research, Innovation, and Theory, and head, leadership and management team, Program for Faculty Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0001-8195-8605
| | - Teresa M Chan
- T.M. Chan is associate dean, continuing professional development, Faculty of Health Sciences, associate professor, Division of Education & Innovation and Division of Emergency Medicine, Department of Medicine, and clinician scientist, McMaster Education Research, Innovation, and Theory, McMaster University, Hamilton, Ontario, Canada; ORCID: http://orcid.org/0000-0001-6104-462X
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19
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Boreskie PE, Chan TM, Novak C, Johnson A, Wolpaw J, Ong A, Priddis K, Buddhdev P, Adkins J, Silverman JA, Davis T, Siegler JE. Medical Education Blog and Podcast Utilization During the COVID-19 Pandemic. Cureus 2022; 14:e23361. [PMID: 35475051 PMCID: PMC9020462 DOI: 10.7759/cureus.23361] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/20/2022] [Indexed: 11/05/2022] Open
Abstract
Introduction The coronavirus disease 2019 (COVID-19) pandemic disrupted traditional in-person learning models. Free Open Access Medical (FOAM) education resources naturally filled this void, so we evaluated how medical blog and podcast utilization changed during the early months of the pandemic. Methods Academic medical podcast and blog producers were surveyed on blog and podcast utilization immediately before (January-March 2020) and after (April-May 2020) the COVID-19 pandemic declaration and subsequent lockdown. Utilization is quantified in terms of blog post pageviews and podcast downloads. Linear regression was used to estimate the effect of publication during the COVID-19 period on 30-day downloads or pageviews. A linear mixed model was developed to confirm this relationship after adjustment for independent predictors of higher 30-day downloads or pageviews, using the podcast or blog as a random intercept. Results Compared to the pre-pandemic period, downloads and pageviews per unique blog and podcast publication significantly increased for blogs (median 30-day pageviews 802 to 1860, p<0.0001) but not for podcasts (median 30-day downloads 2726 to 1781, p=0.27). Publications that contained COVID-19 content were strongly associated with higher monthly utilization (β=7.21, 95% CI 6.29-8.14 p<0.001), and even non-COVID-19 material had higher utilization in the early pandemic (median 30-day downloads/pageviews 868 to 1380, p<0.0001). Discussion The increased blog pageviews during the early months of the COVID-19 pandemic demonstrated the important role of blogs in rapid knowledge translation. Podcasts did not experience a similar increase in utilization.
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Affiliation(s)
| | - Teresa M Chan
- Emergency Medicine, McMaster University, Hamilton, CAN
| | - Chris Novak
- Pediatrics, University of Calgary, Calgary, CAN
| | - Adam Johnson
- Vascular and Endovascular Surgery, Presbyterian Weill Cornell College of Medicine, New York, USA
| | - Jed Wolpaw
- Anesthesia and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, USA
| | - Andrew Ong
- Gastroenterology and Hepatology, Singapore General Hospital, Singapore, SGP
| | - Katherine Priddis
- Pediatric Emergency Medicine, Watford General Hospital, Watford, GBR
| | - Pranai Buddhdev
- Pediatric Orthopaedics, Broomfield Hospital, Broomfield, GBR
| | - Jessica Adkins
- Emergency Medicine, University of Kentucky, Lexington, USA
| | - Jason A Silverman
- Pediatric Gastroenterology and Nutrition, University of Alberta, Edmonton, CAN
| | - Tessa Davis
- Pediatric Emergency Medicine, Royal London Hospital, London, GBR
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Identifying Social Media Competencies for Health Professionals: An International Modified Delphi Study to Determine Consensus for Curricular Design. Ann Emerg Med 2022; 79:560-567. [PMID: 35339286 DOI: 10.1016/j.annemergmed.2022.02.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 02/09/2022] [Accepted: 02/16/2022] [Indexed: 12/19/2022]
Abstract
STUDY OBJECTIVE The use of social media by health professionals is widespread. However, there is a lack of training to support the effective use of these novel platforms that account for the nuances of an effective health and research communication. We sought to identify the competencies needed by health care professionals to develop an effective social media presence as a medical professional, with the goal of building a social media curriculum. METHODS We conducted a modified Delphi study, utilizing Kraiger's Knowledge, Skills, and Attitudes framework to identify appropriate items for inclusion in a social media curriculum targeted at health care professionals. Experts in this space were defined as health care professionals who had delivered workshops, published papers, or developed prominent social media tools/accounts. They were recruited through a multimodal campaign to complete a series of 3 survey rounds designed to build consensus. In keeping with prior studies, a threshold of 80% endorsement was used for inclusion in the final list of items. RESULTS Ninety-eight participants met the expert criteria and were invited to participate in the study. Of the 98 participants, 92 (94%) experts completed the first round; of the 92 experts who completed the first round, 83 (90%) completed the second round; and of the 83 experts who completed the second round, 81 (98%) completed the third round of the Delphi study. Eighteen new items were suggested in the first survey and incorporated into the study. A total of 46 items met the 80% inclusion threshold. CONCLUSION We identified 46 items that were believed to be important for health care professionals using social media. This list should inform the development of curricular activities and objectives.
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Yilmaz Y, Durak HI, Yildirim S. Enablers and Barriers of Blended Learning in Faculty Development. Cureus 2022; 14:e22853. [PMID: 35382209 PMCID: PMC8977113 DOI: 10.7759/cureus.22853] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2022] [Indexed: 11/29/2022] Open
Abstract
Introduction Online learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program. Methods This research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods. Results This study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program. Conclusion The use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.
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