Student-perceived barriers and facilitators to e-learning in continuing professional development in primary care

2006 ◽  
Vol 17 (4) ◽  
pp. 343-353 ◽  
Author(s):  
Andrea Docherty ◽  
Harbinder Sandhu
Keyword(s):  
Professional Development ◽  
Primary Care ◽  
Continuing Professional Development ◽  
Perceived Barriers ◽  
Barriers And Facilitators ◽  
E Learning

scholarly journals Revalidation for general practitioners: randomised comparison of two revalidation models

BMJ ◽  
2004 ◽  
Vol 328 (7441) ◽  
pp. 687-691 ◽  
Author(s):  
David Bruce ◽  
Katie Phillips ◽  
Ross Reid ◽  
David Snadden ◽  
Ronald Harden
Keyword(s):  
Professional Development ◽  
Primary Care ◽  
General Practitioners ◽  
Outcome Measures ◽  
Continuing Professional Development ◽  
Summative Assessment ◽  
Educational Outcome ◽  
Acceptable Model ◽  
Patient Groups ◽  
Positive Effect

AbstractObjective To compare two models of revalidation for general practitioners.Design Randomised comparison of two revalidation models.Setting Primary care in Tayside, Scotland.Participants 66 Tayside general practitioners (principals and non-principals), 53 of whom completed the revalidation folders.Interventions Two revalidation models: a minimum criterion based model with revalidation as the primary purpose, and an educational outcome model with emphasis on combining revalidation with continuing professional development.Main outcome measures Feasibility and acceptability of each approach and effect on the doctor's continuing professional development. The ability to make a summative judgment on completed models and whether either model would allow patient groups to have confidence in the revalidation process.Results The criterion model was preferred by general practitioners. For both models doctors reported making changes to their practice and felt a positive effect on their continuing professional development. Summative assessment of the folders showed reasonable inter-rater reliability.Conclusions The criterion model provides a practical and acceptable model for general practitioners to use when preparing for revalidation.

Developing E-Learning Provision for Healthcare Professionals' Continuing Professional Development

2011 ◽  
pp. 91-104
Author(s):  
Susi Peacock ◽  
Gloria Maria Dunlop
Keyword(s):  
Professional Development ◽  
Quality Of Care ◽  
Healthcare Professionals ◽  
Continuing Professional Development ◽  
Specific Group ◽  
Care Services ◽  
External Pressures ◽  
E Learning ◽  
Practical Reflection

This chapter discusses the provision of continuing professional development (CPD) for allied healthcare professionals (AHPs) through e-learning. External pressures are increasing on AHPs to engage with CPD on a regular basis to improve the quality of care services and facilitate changes in working practice. E-learning has the potential to reach this group of diverse learners and integrate learning into their work schedule at a time and place convenient for them and their employers: eCPD. We provide a practical reflection grounded in the experience of practitioners and students who have been involved in our deployment of eCPD over the last three years. The issues that have arisen from this initiative will be familiar to many of those who have been involved in the deployment of e-learning in our sector. Ultimately, we hope that the solutions we have provided to meet the needs of this specific group of learners will address those for all e-learners. In addition, we believe that it will support the process of embedding (“normalising”) e-learning across an institution.

scholarly journals Evolution of Facebook groups: Informal e-learning among medical laboratory scientists in Nigeria

2014 ◽  
pp. 250-261
Keyword(s):  
Professional Development ◽  
Social Media ◽  
International Development ◽  
Learning Style ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Medical Laboratory ◽  
Agency For International Development ◽  
E Learning ◽  
Health Project

Most people think of online courses when they talk about e-learning, but aspects of social media can also be considered e-learning. In 2011 the Knowledge for Health Project (K4Health) began work with local partners to implement an e-learning and professional development policy for Medical Laboratory Scientists based on the needs identified by United States Agency for International Development (USAID)/Nigeria. Six e-learning courses were developed and promoted through several channels including social media. A Facebook Group was created to share information about accessing and navigating the courses and attracted 8,500 members in 18 months. As the Group grew, the topics discussed evolved to include trade union news, employment opportunities and technical resources. Another Facebook Group provided insights that Facebook Groups could be used to facilitate interactions focused on continuing professional development. The findings show that Facebook Groups accommodate an informal learning style, allowing individuals to learn through peer support in flexible ways. It has also shown that the use of Facebook Groups is associated with high levels of engagement with e-learning courses.

scholarly journals Education Research: NeuroBytes: A New Rapid, High-Yield e-Learning Platform for Continuing Professional Development in Neurology

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000012133
Author(s):  
Laura E. Lavette ◽  
Alexandra Miller ◽  
Bobby Rook ◽  
Zachary London ◽  
Calli Cook ◽  
...  
Keyword(s):  
Professional Development ◽  
User Satisfaction ◽  
Continuing Professional Development ◽  
High Yield ◽  
Learning Platform ◽  
Wide Range ◽  
Vulnerable Patient ◽  
E Learning ◽  
Time Required ◽  
Survey Responses

ObjectiveTo determine whether NeuroBytes is a helpful e-Learning tool in neurology through usage, viewer type, estimated time and cost of development, and post-course survey responses.BackgroundA sustainable continuing professional development (CPD) system is vital in neurology due to the field’s expanding therapeutic options and vulnerable patient populations. In an effort to offer concise, evidence based updates to a wide range of neurology professionals, the AAN launched NeuroBytes in 2018. NeuroBytes are brief (<5 min) videos that provide high-yield updates to AAN members.MethodsNeuroBytes was beta tested from August–December 2018 and launched for pilot circulation from January–April 2019. Usage was assessed by quantifying course enrollment and completion rates; feasibility by cost and time required to design and release a module; appeal by user satisfaction; and impact by self-reported change in practice.ResultsA total of 5,130 NeuroBytes enrollments (1,026±551/month) occurred from January 11–May 28, 2019 with a median of 588 enrollments per module (interquartile range, 194-922) and 37% course completion. The majority of viewers were neurologists (54%), neurologists in training (26%), and students (8%). NeuroBytes took 59 hours to develop at an estimated $77.94/hour. Of the 1,895 users who completed the survey, 82% were “extremely” or “very likely” to recommend NeuroBytes to a colleague and 60% agreed that the depth of educational content was “just right.”ConclusionsNeuroBytes is a user-friendly, easily accessible CPD product that delivers concise updates to a broad range of neurology practitioners and trainees. Future efforts will explore models where NeuroBytes combines with other CPD programs to impact quality of training and clinical practice.

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