Blended learning in CME: the perception of GP trainers

Pas, Ellen te; Meinema, Jennita G.; Visser, Margreet; Dijk, Nynke van

doi:10.1080/14739879.2016.1163025

Cited by 13 publications

(9 citation statements)

References 31 publications

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“…First, the e-learning component reduced the need for prolonged time out of practice to attend a course, and second, the prior online work optimised the learning of skills in the face-to-face class. A previous study with GPs also found e-learning a useful way to gain knowledge and the face-to-face component a suitable way of transferring practical knowledge [ 31 ]. Furthermore, some participants in our study suggested blended learning was cost-effective [ 32 ] as a substantial number of doctors could be trained within a short period of time [ 33 ].…”

Section: Discussionmentioning

confidence: 99%

Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh

et al. 2020

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Background Continuing medical education (CME) is essential to developing and maintaining high quality primary care. Traditionally, CME is delivered face-to-face, but due to geographical distances, and pressure of work in Bangladesh, general practitioners (GPs) are unable to relocate for several days to attend training. Using chronic obstructive pulmonary disease (COPD) as an exemplar, we aimed to assess the feasibility of blended learning (combination of face-to-face and online) for GPs, and explore trainees’ and trainers’ perspectives towards the blended learning approach. Methods We used a mixed-methods design. We trained 49 GPs in two groups via blended (n = 25) and traditional face-to-face approach (n = 24) and assessed their post-course knowledge and skills. The COPD Physician Practice Assessment Questionnaire (COPD-PPAQ) was administered before and one-month post-course. Verbatim transcriptions of focus group discussions with 18 course attendees and interviews with three course trainers were translated into English and analysed thematically. Results Forty GPs completed the course (Blended: 19; Traditional: 21). The knowledge and skills post course, and the improvement in self-reported adherence to COPD guidelines was similar in both groups. Most participants preferred blended learning as it was more convenient than taking time out of their busy work life, and for many the online learning optimised the benefits of the subsequent face-to-face sessions. Suggested improvements included online interactivity with tutors, improved user friendliness of the e-learning platform, and timing face-to-face classes over weekends to avoid time-out of practice. Conclusions Quality improvement requires a multifaceted approach, but adequate knowledge and skills are core components. Blended learning is feasible and, with a few caveats, is an acceptable option to GPs in Bangladesh. This is timely, given that online learning with limited face-to-face contact is likely to become the norm in the on-going COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh

et al. 2020

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“…The online aspect of BL in this project provides an opportunity for trainees to have more interactions with their educators. Studies show that online components of BL improve interaction and provide quality discussion during face-to face meetings [ 6 , 8 , 21 ]. The use of social media was recommended by both educators and students to facilitate interactions.…”

Section: Discussionmentioning

confidence: 99%

“…Students who participated in this program had high performance scores for history taking, physical exam, medical knowledge and patient education as compared to the study’s control group [ 3 ]. Other disciplines that implemented BL in undergraduate medical teachings included orthopaedics, nursing and pharmacy, which all showed similar results [ 4 , 6 , 8 ].…”

Section: Introductionmentioning

confidence: 92%

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Perceptions toward a pilot project on blended learning in Malaysian family medicine postgraduate training: a qualitative study

et al. 2018

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BackgroundBlended learning (BL) is a learning innovation that applies the concept of face-to-face learning and online learning. However, examples of these innovations are still limited in the teaching of postgraduate education within the field of family medicine. Malaysian postgraduate clinical training, is an in-service training experience and face-to-face teaching with the faculty members can be challenging. Given this, we took the opportunity to apply BL in their training. This study provides an exploration of the perceptions of the educators and students toward the implementation of BL.MethodsA qualitative approach was employed using focus group discussions (FGD) and in-depth interviews (IDI) at an academic centre that trains family physicians. Twelve trainees, all of whom were in their hospital specialty’s rotations and five faculty members were purposively selected. Three FGDs among the trainees, one FGD and two IDIs among the faculty members were conducted using a semi-structured topic guide. Data were collected through audio-recorded interviews, transcribed verbatim and checked for accuracy. A thematic approach was used to analyse the data.ResultsThere were four main themes that emerged from the analysis. Both educators and trainees bill the perspective that BL encouraged continuity in learning. They agreed that BL bridges the gap in student-teacher interactions. Although educators perceived that BL is in concordance with trainees learning style, trainees felt differently about this. Some educators and trainees perceived BL to be an extra burden in teaching and learning.ConclusionThis study highlights a mix positive and negative perceptions of BL by educators and trainees. BL were perceived positively for continuity in learning and student-teacher interaction. However, educator and learner have mismatched perception of learning style. BL was also perceived to cause extra burden to both educators and learners. Integrating BL to a traditional learning curriculum is still a challenge. By knowing the strengths of BL in this setting, family medicine trainees in Malaysia can use it to enhance their current learning experience. Future study can investigate different pedagogical designs that suit family medicine trainees and educators in promoting independent learning in postgraduate training.

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“…There is also increasing interest in the use of internet-based learning in educational strategies [ 15 , 16 ], while one previous study recommended blended learning, which combines electronic teaching methods with traditional teaching strategies [ 17 ]. A Dutch study showed that GPs appreciated a blended learning and found e-learning useful [ 18 ]. Therefore, we investigated whether a blended educational programme for GP trainers designed to stimulate proactive HIV testing would positively affect HIV testing in practice.…”

Section: Introductionmentioning

confidence: 99%

Development and evaluation of a blended educational programme for general practitioners’ trainers to stimulate proactive HIV testing

et al. 2018

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BackgroundIn the Netherlands, a substantial proportion of newly diagnosed HIV patients present late for care, therefore, we investigated the effectiveness of a blended educational programme for trainers of GPs designed to stimulate proactive HIV testing.MethodsGP trainers at the Academic Medical Center in Amsterdam were invited to participate in a two days training programme incorporating evidence-based practice guidelines and multiple teaching strategies, including interactive lectures, discussion groups, e-learning and quality improvement targets. The GP trainers completed questionnaires before and after the programme to evaluate the effect of the programme. We also used six-monthly cumulative laboratory data from 2010 to 2015 to compare the participating GPs’ HIV tests to the general trend in testing among non-participating GPs.Results150 GP trainers attended the first session, and 74 completed the questionnaires for both sessions. GPs median score on achieving their quality improvement targets was high and the quality of the programme highly appreciated. Between 2010 and 2013, the mean annual number of laboratory-documented HIV tests decreased by 9.1% in the 624 GPs in the control group, and by 13.0% for 11 GPs in the intervention group. After the programme, the annual decreases were 2.3% and 1.8%, respectively. Before the programme, the GPs in the intervention group had 50% more laboratory-documented HIV tests than GPs in the control group. After the programme, GPs in the intervention group had twice as many laboratory-documented HIV tests as the controls.ConclusionsWe provided a detailed description of a programme based on educational and clinical evidence. We could not retrieve laboratory-documented HIV testing data for the majority of GPs in both the intervention and control groups. Therefore, the limited results should be interpreted with caution as our findings may not be representative of all participants. The blended educational programme appears to have stabilized – at a higher level – the initially stronger downward trend in testing for 11 GPs undergoing the intervention, indicating that the programme may have had an impact on their HIV testing behaviour.Electronic supplementary materialThe online version of this article (10.1186/s12875-018-0723-8) contains supplementary material, which is available to authorized users.

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Blended learning in CME: the perception of GP trainers

Cited by 13 publications

References 31 publications

Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh

Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh

Perceptions toward a pilot project on blended learning in Malaysian family medicine postgraduate training: a qualitative study

Development and evaluation of a blended educational programme for general practitioners’ trainers to stimulate proactive HIV testing

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