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Ku CW, Ng RRG, Chang TY, Lim CHF, Zheng RT, Ma W, Chua MC, Chan JKY, Yap FKP, Loy SL. Preliminary assessment of the Healthy Early Life Moments (HELMS) webinars in empowering Developmental Origins of Health and Disease (DOHaD) concept among healthcare professionals - a pragmatic serial cross-sectional study. J Perinat Med 2024; 52:406-415. [PMID: 38407193 DOI: 10.1515/jpm-2023-0549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Accepted: 02/06/2024] [Indexed: 02/27/2024]
Abstract
OBJECTIVES The Developmental Origins of Health and Disease (DOHaD) concept has gained prominence in maternal and child health (MCH), emphasizing how early-life factors impact later-life non-communicable diseases. However, a knowledge-practice gap exists in applying DOHaD principles among healthcare professionals. Healthy Early Life Moments in Singapore (HELMS) introduced webinars to bridge this gap and empower healthcare professionals. We aimed to conduct a preliminary assessment to gain early insights into the outreach and effectiveness of the educational initiative offered with the HELMS webinars. METHODS We employed a pragmatic serial cross-sectional study approach and targeted healthcare professionals involved in MCH care. We also collected and analyzed data on webinar registration and attendance, participants' profession and organizational affiliations, and post-webinar survey responses. RESULTS The median webinar attendance rate was 59.6 % (25th-75th percentile: 58.4-60.8 %). Nurses represented 68.6 % of attendees (n=2,589 out of 3,774). Post-webinar surveys revealed over 75 % of the participants providing positive responses to 14 out of 15 survey questions concerning content, delivery, applicability to work, and organization. CONCLUSIONS Assessment of the HELMS webinars provided insight into the outreach and early effectiveness in enhancing healthcare professionals' knowledge and confidence in delivering DOHaD education. Bridging the knowledge-practice gap remains a crucial goal.
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Affiliation(s)
- Chee Wai Ku
- Department of Reproductive Medicine, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- 37579 Duke-NUS Medical School , Singapore, Singapore
| | - Roderica R G Ng
- Department of Anaesthesiology, 37581 Singapore General Hospital , Singapore, Singapore
| | - Ting Yu Chang
- Yong Loo Lin School of Medicine, 63751 National University of Singapore , Singapore, Singapore
| | - Celeste H F Lim
- Yong Loo Lin School of Medicine, 63751 National University of Singapore , Singapore, Singapore
| | - Ruther Teo Zheng
- Department of Paediatrics, 37579 KK Women's and Children's Hospital , Singapore, Singapore
| | - Weini Ma
- Office of Strategy Management & Population Health, 37579 KK Women's and Children's Hospital , Singapore, Singapore
| | - Mei Chien Chua
- 37579 Duke-NUS Medical School , Singapore, Singapore
- Department of Neonatology, 37579 KK Women's and Children's Hospital , Singapore, Singapore
| | - Jerry K Y Chan
- Department of Reproductive Medicine, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- 37579 Duke-NUS Medical School , Singapore, Singapore
- Yong Loo Lin School of Medicine, 63751 National University of Singapore , Singapore, Singapore
| | - Fabian K P Yap
- 37579 Duke-NUS Medical School , Singapore, Singapore
- Department of Paediatrics, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- Lee Kong Chian School of Medicine, 37579 Nanyang Technological University , Singapore, Singapore
| | - See Ling Loy
- Department of Reproductive Medicine, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- 37579 Duke-NUS Medical School , Singapore, Singapore
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Soklaridis S, Chowdhury M, Turco MG, Tremblay M, Mazmanian P, Williams B, Besa R, Sockalingam S. Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2024:00005141-990000000-00104. [PMID: 38205969 DOI: 10.1097/ceh.0000000000000539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2024]
Abstract
INTRODUCTION Most formal continuing professional development (CPD) opportunities were offered in person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings. The authors explored the adaptations and innovations in CPD that were strengthened or newly created during the first 16 months of the pandemic. METHODS The objectives of the narrative review were to answer the following questions: (1) what types of adaptations to CPD innovations are described? and (2) what may shape future innovations in CPD? The following databases were searched: Medline, Embase, CINAHL, and ERIC to identify the literature published between March 2020 to July 2021. The authors conducted a comprehensive search by including all study types that described adaptations and/or innovations in CPD during the stated pandemic period. RESULTS Of the 8295 citations retrieved from databases, 191 satisfied the inclusion criteria. The authors found three categories to describe adaptations to CPD innovations: (1) creation of new online resources, (2) increased use of the existing online platforms/software to deliver CPD, and (3) use of simulation for teaching and learning. Reported advantages and disadvantages associated with these adaptations included logistical, interactional, and capacity building elements. The review identified five potential future CPD innovations: (1) empirical research on the effectiveness of virtual learning; (2) novel roles and ways of thinking; (3) learning from other disciplines beyond medicine; (4) formation of a global perspective; and (5) emerging wellness initiatives. DISCUSSION This review provided an overview of the adaptations and innovations that may shape the future of CPD beyond the pandemic.
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Affiliation(s)
- Sophie Soklaridis
- Dr. Soklaridis: Senior Scientist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and The Wilson Centre, University Health Network/University of Toronto, Toronto, Ontario, Canada. Ms. Chowdhury: PhD (cand.), Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. Turco: Associate Professor of Medicine, Department of Medicine, Dartmouth-Hitchcock Medical Centre/Geisel School of Medicine at Dartmouth, Lebanon, NH. Dr. Tremblay: Senior Research and Innovation Advisor, Fédération des médecins spécialistes du Québec, Montréal, Québec, Canada. Dr. Mazmanian: Professor Emeritus, Department of Preventive Medicine and Community Health, Virginia Commonwealth University, Richmond, VA. Dr. Williams: Clinical Program Director, Professional Renewal Centre, Lawrence, KS, and Department of Psychiatry, School of Medicine, University of Kansas, Kansas City, KS. Ms. Besa: Information Specialist, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. Dr. Sockalingam: Vice-President Education, Centre for Addiction and Mental Health, Toronto, Ontario, Canada, Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and The Wilson Centre, University Health Network/University of Toronto, Toronto, Ontario, Canada
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Boutros P, Kassem N, Nieder J, Jaramillo C, von Petersdorff J, Walsh FJ, Bärnighausen T, Barteit S. Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations. Healthcare (Basel) 2023; 11:2902. [PMID: 37958046 PMCID: PMC10649637 DOI: 10.3390/healthcare11212902] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 10/25/2023] [Accepted: 11/02/2023] [Indexed: 11/15/2023] Open
Abstract
Introduction: The COVID-19 pandemic has considerably impacted the clinical education and training of health workers globally, causing severe disruptions to learning environments in healthcare facilities and limiting the acquisition of new clinical skills. Consequently, urgent adaptation measures, including simulation training and e-learning, have been implemented to mitigate the adverse effects of clinical education. This scoping review aims to assess the impact of COVID-19 on medical education and training, examine the implemented adaptation measures, and evaluate their effectiveness in improving health workers' education and training during the pandemic. Methods: Employing the PRISMA-ScR framework and Arksey and O'Malley's methodological guidance, we conducted a scoping review, systematically searching PubMed, medRxiv, Google, and DuckDuckGo databases to account for the grey literature. The search included studies published between 1 December 2019 and 13 October 2021, yielding 10,323 results. Of these, 88 studies focused on health worker education and training during the pandemic. Results: Our review incorporated 31,268 participants, including physicians, medical trainees, nurses, paramedics, students, and health educators. Most studies (71/88, 81%) were conducted in high-income and lower-middle-income countries. The pandemic's effects on health workers' clinical skills and abilities have necessitated training period extensions in some cases. We identified several positive outcomes from the implementation of simulation training and e-learning as adaptation strategies, such as enhanced technical and clinical performance, increased confidence and comfort, and an expanded global educational outreach. Conclusions: Despite challenges like insufficient practical experience, limited interpersonal interaction opportunities, and internet connectivity issues, simulation training, e-learning, and virtual training have proven effective in improving clinical education and training during the COVID-19 pandemic. Further research is required to bolster preparedness for future pandemics or similar situations.
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Affiliation(s)
- Perla Boutros
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
| | - Nour Kassem
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
| | - Jessica Nieder
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
| | - Catalina Jaramillo
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
| | - Jakob von Petersdorff
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
| | - Fiona J Walsh
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
| | - Till Bärnighausen
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
- Africa Health Research Institute (AHRI), Somkhele, Mtubatuba 3935, KwaZulu-Natal, South Africa
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, MA 02115, USA
| | - Sandra Barteit
- Heidelberg Institute of Global Health (HIGH), Faculty of Medicine, Heidelberg University Hospital, Heidelberg University, 69120 Heidelberg, Germany
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Froehlich L, Niedrich J, Hattesohl DBR, Behrends U, Kedor C, Haas JP, Stingl M, Scheibenbogen C. Evaluation of a Webinar to Increase Health Professionals' Knowledge about Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS). Healthcare (Basel) 2023; 11:2186. [PMID: 37570426 PMCID: PMC10418697 DOI: 10.3390/healthcare11152186] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 07/21/2023] [Accepted: 07/26/2023] [Indexed: 08/13/2023] Open
Abstract
Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) is a severe chronic illness and patients with ME/CFS are often medically underserved in Germany and other countries. One contributing factor is health professionals' lack of knowledge about epidemiology, diagnostic criteria, and treatment of ME/CFS. Opportunities are scarce for health professionals to receive continuing medical education on ME/CFS. The current research addressed this need for further education and investigated the gain of knowledge from a webinar for German-speaking health professionals. In two studies (total sample: N = 378), participants in the intervention condition completed a knowledge test twice (before and after webinar participation). Study 2 also included a waiting-list control condition with repeated response to the knowledge test without webinar participation between measurements. Results showed that at baseline, most participants had seen patients with ME/CFS, but confidence in diagnosing and treating ME/CFS was only moderate-to-low. In the intervention condition, but not in the control condition, knowledge about ME/CFS increased between the first and the second knowledge test. These results indicate that the webinar was successful in increasing health professionals' knowledge about ME/CFS. We concluded that webinars can be a cost-efficient and effective tool in providing health professionals with large-scale continuing medical education about ME/CFS.
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Affiliation(s)
- Laura Froehlich
- CATALPA Center of Advanced Technology for Assisted Learning and Predictive Analytics, FernUniversität in Hagen, 58097 Hagen, Germany
| | - Jasmin Niedrich
- Faculty of Psychology, FernUniversität in Hagen, 58097 Hagen, Germany;
| | | | - Uta Behrends
- MRI Chronic Fatigue Center for Young People (MCFC), Children’s Hospital, Technical University of Munich, 80333 München, Germany;
| | - Claudia Kedor
- Institute of Medical Immunology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117 Berlin, Germany; (C.K.); (C.S.)
| | - Johannes-Peter Haas
- Center for Treatment of Pain in Young People, German Center for Pediatric and Adolescent Rheumatology, 82467 Garmisch-Patenkirchen, Germany;
| | | | - Carmen Scheibenbogen
- Institute of Medical Immunology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117 Berlin, Germany; (C.K.); (C.S.)
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Weisshardt I, Vlaev I, Chauhan T, Hofstädter-Thalmann E. Learnings from the forced transition of an industry supported educational programme for young experts in urology and oncology from face-to-face to digital during the COVID-19 pandemic. J Eur CME 2022; 11:2085011. [PMID: 35711723 PMCID: PMC9196841 DOI: 10.1080/21614083.2022.2085011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 05/20/2022] [Accepted: 05/25/2022] [Indexed: 11/18/2022] Open
Abstract
When the COVID-19 pandemic caused face-to-face meetings to be cancelled, an industry-sponsored educational programme, designed to develop skills and expand knowledge of young experts in oncology and urology, was forced to partially move from face-to-face setting to virtual meetings. In our outcomes analysis, we aimed to better understand what drives behavioural change following a series of educational interventions based on the physical or virtual formats. Therefore, we performed a structured outcomes evaluation for each educational intervention, including the perspectives of the learner and the teaching faculty. Our main findings were that "relevance" is the strongest driver of recall, satisfaction and behavioural change. Social interactions amongst learners and between faculty and learners are possible in the digital world, and we observed a trend of the young learners in favour of digital learning, especially with improved technical platforms enabling social interaction. Other findings were that new skills are required by the teaching faculty and that hybrid formats were identified by all participants as the model of the future. When developing future educational programmes, these specific needs of learners and faculty need to be considered and offer opportunities to develop more personalised programmes in order to increase learning impact.
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Affiliation(s)
| | - Ivo Vlaev
- Warwick Business School, University of Warwick, Coventry, UK
| | - Trishna Chauhan
- Warwick Business School, University of Warwick, Coventry, UK
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OUP accepted manuscript. Arch Clin Neuropsychol 2022; 37:1103-1117. [DOI: 10.1093/arclin/acac033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 04/18/2022] [Accepted: 05/03/2022] [Indexed: 11/13/2022] Open
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Sanwatsarkar S, Palta S, Parida S, Kamat C, Subramanya HB. How to do a journal club, a seminar and a webinar? Indian J Anaesth 2022; 66:27-33. [PMID: 35309032 PMCID: PMC8929318 DOI: 10.4103/ija.ija_1108_21] [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] [Received: 12/28/2021] [Revised: 12/31/2021] [Accepted: 01/11/2022] [Indexed: 11/04/2022] Open
Abstract
The topics for postgraduate teaching-learning tools are Journal club in-house with one speaker and a moderator, Seminars- with multiple speakers and a co-ordinator, and Webinars- online seminars with one or multiple speakers choosing multiple mediums of communication. They largely affect the working mechanism of a clinician as they help us upgrade with the recent development in our fields. Making them interesting for us as well as our colleagues is necessary. This article presents a few facts as well as tips and tricks to compile the literature in a manner, which includes all the necessary points for better learning.
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Konstantinidis K, Apostolakis I, Karaiskos P. A narrative review of e-learning in professional education of healthcare professionals in medical imaging and radiation therapy. Radiography (Lond) 2021; 28:565-570. [PMID: 34937680 DOI: 10.1016/j.radi.2021.12.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 10/30/2021] [Accepted: 12/07/2021] [Indexed: 11/16/2022]
Abstract
OBJECTIVES This literature review attempts to explore the characteristics of e-learning tools used to develop the qualifications and skills of healthcare professionals in medical imaging and radiation therapy, and to promote the effectiveness and acceptance of e-learning through highlighting the outcomes of its implementation where applicable. KEY FINDINGS From the literature search in the PubMed and ResearchGate databases we concluded to 21 articles, which were included in the qualitative synthesis. Acceptance of e-learning tools was confirmed. Also, e-learning can be part of healthcare professionals' blended learning. The acquisition of new or improvement of existing knowledge, the improvement of clinical skills and the increase of the self-confidence of healthcare professionals in their daily practice were recorded, as outcomes of the e-learning implementation. The importance of human-computer interaction for the comprehension of theoretical concepts and practical aspects using multimedia was also captured. No significant findings emerged among the 21 articles against the adoption of the e-learning for the training of healthcare professionals. The Internet is the channel used for synchronous and asynchronous interaction of trainees with instructors. CONCLUSIONS We concluded that e-learning is an attractive training method, equally or occasionally more effective than the traditional educational methods for the lifelong training of healthcare professionals in the field of medical imaging and radiation therapy. Also, many collaborative web-based applications provide the necessary means to build an e-learning program, according to the training needs of each professional team. IMPLICATIONS FOR PRACTICE This new knowledge corroborates the perspective of e-learning beneficial contribution to remote interaction and collaboration of healthcare professionals in medical imaging and radiation therapy. Collaborative web-based tools are already available to decision makers and stakeholders, who want to develop an e-learning program.
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Affiliation(s)
- Kl Konstantinidis
- Department of Medical Imaging, General Hospital of Attica KAT, Athens, Greece.
| | - I Apostolakis
- Faculty of Medicine, National & Kapodistrian University, Athens, Greece
| | - P Karaiskos
- Faculty of Medicine, National & Kapodistrian University, Athens, Greece
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Yo EC, Witjaksono AN, Fitriani DY, Werdhani RA, Parikesit D. Evaluating knowledge retention and perceived benefits of medical webinar for professional development among Indonesian physicians. KOREAN JOURNAL OF MEDICAL EDUCATION 2021; 33:381-391. [PMID: 34875154 PMCID: PMC8655361 DOI: 10.3946/kjme.2021.206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/27/2021] [Revised: 08/27/2021] [Accepted: 09/23/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE To assess knowledge retention of physicians after participating in a webinar series and its perceived benefits on daily practice and career development. METHODS The webinar series comprised six separate webinars about daily practice. Online questionnaires were sent to all participating physicians via email 3 months after the webinars. The questionnaire assessed knowledge retention through the difference between initial and follow-up post-test as well as the webinar series' benefits on daily practice and career development. Participants' demographic information, including their age, gender, education, year of graduation, and work details, were collected to compare outcomes between demographic groups. RESULTS A total of 689 responses were gathered, and 622 were analyzed. At follow-up, the median knowledge score was significantly lower than the initial median knowledge score (Z=-6.973, p<0.001). Participants' perception of the webinar series' benefits on daily practice and career development was very positive. A significant weak negative correlation was found between age and knowledge score at follow-up (rs=-0.157, p<0.001). Physicians who graduated more recently and worked for less than 3 years scored significantly higher on knowledge tests at follow-up. Meanwhile, perception score towards webinar series' benefits on daily practice was significantly higher among physicians with more extended work history. Male physicians scored significantly higher on perception score towards webinar series' benefits on career development. CONCLUSION Online continuing medical education programs like webinars can encourage physicians to maintain their competence, but further research on improving knowledge retention over time is necessary. Overall, physicians perceived webinars to be beneficial for their professional development.
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Affiliation(s)
| | | | - Dewi Yunia Fitriani
- Occupational Medicine Staff Group, Universitas Indonesia Hospital, Universitas Indonesia, Depok, Indonesia
- Department of Community Medicine, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Retno Asti Werdhani
- Department of Community Medicine, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Dyandra Parikesit
- Urology Medical Staff Group, Universitas Indonesia Hospital, Universitas Indonesia, Depok, Indonesia
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