Education format and resource preferences among registrants of a pediatric-focused CME website

Olivieri, Jason; Knoll, Melissa; Arn, Pamela

doi:10.1080/01421590802650126

Cited by 14 publications

(7 citation statements)

References 11 publications

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“…Indeed, the two larger source countries for our participants, Kenya and Nigeria, lead among African countries with the greatest Internet usage [ 38 ]. Our response rate was low but comparable to that reported in similar survey-based studies of health professionals [ 39 , 40 ]. This however may have led to selection bias; those who did not respond may have had different online or learning challenges not considered here.…”

Section: Discussionsupporting

confidence: 85%

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa

et al. 2017

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BackgroundLimitations in healthcare worker (HCW) capacity compound the burden of dual TB and HIV epidemics in sub-Saharan Africa. To fill gaps in knowledge and skills, effective continuing profession development (CPD) initiatives are needed to support practicing HCWs reach high standards of care. e-learning opportunities can bring expert knowledge to HCWs in the field and provide a flexible learning option adaptable to local settings. Few studies provide insight into HCW experiences with online CPD in the developing country context.MethodsAn online survey using both close-ended and free response was conducted to HCWs in sub-Saharan Africa who completed the University of Washington (UW) School of Medicine online graduate course, “Clinical Management of HIV.” Associations between respondent characteristics (age, gender, rural/urban, job title) and learning preferences, course barriers, and facilitators with an emphasis on online courses were examined using chi-square. Covariates significant at the p < 0.05 were analyzed using multivariable logistic regression. Responses to open-ended comments were analyzed using simplified grounded theory.ResultsOf 2,299 former students, 464 (20%) HCWs completed surveys from 13 countries: about half were women. Physicians (33%), nurses (27%), and clinical officers (30%) responded mostly from urban areas (67%) and public institutions (69%). Sixty-two percent accessed the online course from work, noting that slow (55%) or limited (41%) internet as well as lack of time (53%) were barriers to course completion. Women (p < 0.001) and HCWs under age 40 (p = 0.007) were more likely to prefer learning through mentorship than men or older HCWs. Respondents favored group discussion (46%), case studies (42%), and self-paced Internet/computer-based learning (39%) and clinical mentorship (37%) when asked to choose 3 preferred learning modalities. Free-response comments offered additional positive insights into the appeal of online courses by noting the knowledge gains, the flexibility of format, a desire for recognition of course completion, and a request for additional online coursework.ConclusionsOnline CPD opportunities were accepted across a diverse group of HCWs from sub-Saharan Africa and should be expanded to provide more flexible opportunities for self-initiated learning; however, these need to be responsive to the limited resources of those who seek these courses.Electronic supplementary materialThe online version of this article (10.1186/s12960-017-0266-4) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 85%

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa

et al. 2017

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“…Even though interactivity can have a significant impact on participants, only 5 interventions from this study included an interactive component. Because Web-based educational interventions continue to gain popularity because of convenience and economic benefits [ 31 ], the lack of interactivity in the majority of HPV-related Web-based educational interventions is alarming given the research supporting the importance of interactive components. More research should be conducted to determine the impact of interactive components in HPV-related Web-based educational interventions on clinicians’ HPV vaccination recommendation behaviors.…”

Section: Discussionmentioning

confidence: 99%

“…To improve clinicians’ HPV vaccine recommendations, numerous Web-based HPV vaccine educational interventions for clinicians have been created. Web-based educational interventions have become a popular delivery method for health care professionals to obtain continuing education (CE) [ 30 ], as Web-based interventions provide an opportunity to quickly update and address health education topics at low cost [ 31 ]. With rapid proliferation of Web-based health education programs, there is a potential risk of neglecting fundamental health communication and education design principles in these programs that are important to ensure their efficacy [ 32 - 34 ].…”

Section: Introductionmentioning

confidence: 99%

Quality of Web-Based Educational Interventions for Clinicians on Human Papillomavirus Vaccine: Content and Usability Assessment

Rosen¹,

Bishop²,

McDonald³

et al. 2018

JMIR Cancer

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BackgroundHuman papillomavirus (HPV) vaccination rates fall far short of Healthy People 2020 objectives. A leading reason is that clinicians do not recommend the vaccine consistently and strongly to girls and boys in the age group recommended for vaccination. Although Web-based HPV vaccine educational interventions for clinicians have been created to promote vaccination recommendations, rigorous evaluations of these interventions have not been conducted. Such evaluations are important to maximize the efficacy of educational interventions in promoting clinician recommendations for HPV vaccination.ObjectiveThe objectives of our study were (1) to expand previous research by systematically identifying HPV vaccine Web-based educational interventions developed for clinicians and (2) to evaluate the quality of these Web-based educational interventions as defined by access, content, design, user evaluation, interactivity, and use of theory or models to create the interventions.MethodsCurrent HPV vaccine Web-based educational interventions were identified from general search engines (ie, Google), continuing medical education search engines, health department websites, and professional organization websites. Web-based educational interventions were included if they were created for clinicians (defined as individuals qualified to deliver health care services, such as physicians, clinical nurses, and school nurses, to patients aged 9 to 26 years), delivered information about the HPV vaccine and how to increase vaccination rates, and provided continuing education credits. The interventions’ content and usability were analyzed using 6 key indicators: access, content, design, evaluation, interactivity, and use of theory or models.ResultsA total of 21 interventions were identified, out of which 7 (33%) were webinars, 7 (33%) were videos or lectures, and 7 (33%) were other (eg, text articles, website modules). Of the 21 interventions, 17 (81%) identified the purpose of the intervention, 12 (57%) provided the date that the information had been updated (7 of these were updated within the last 6 months), 14 (67%) provided the participants with the opportunity to provide feedback on the intervention, and 5 (24%) provided an interactive component. None of the educational interventions explicitly stated that a theory or model was used to develop the intervention.ConclusionsThis analysis demonstrates that a substantial proportion of Web-based HPV vaccine educational interventions has not been developed using established health education and design principles. Interventions designed using these principles may increase strong and consistent HPV vaccination recommendations by clinicians.

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“…This goal recognizes the potential for Internet health information programs to improve health care quality and safety, improve the public health information infrastructure, facilitate clinical and consumer decision-making, and build health skills and knowledge (Office of Disease Prevention and Health Promotion, 2018). With specific objectives aiming to increase individuals' access to the Internet and increase the proportion of quality, health-related websites emphasizing the importance and critical need of Internet health programs, web-based interventions are a promising method to deliver health interventions (Olivieri, Knoll, & Arn, 2009). In addition, the current Healthy People 2030 framework aims to support the implementation of evidence-based programs that are replicable, scalable, and sustainable (US Department of Health and Human Services, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Online interventions are a low-cost option to quickly update and address health education topics (Olivieri et al, 2009) and as such have become a popular delivery method for healthcare professionals to obtain continuing medical education (CME; Cook et al, 2010), which should aim to provide clinicians with activities and educational interventions designed to change competence, performance, or patient outcomes (Accreditation Council for Continuing Medical Education, 2019). Furthermore, 42 out of 51 states'/territories' licensing boards require completion of 16 to 150 CME hours annually, biennially, or triennially (Federation of State Medical Boards, 2018).…”

Section: Introductionmentioning

confidence: 99%

Quality Evaluation Tool for Clinician Online Continuing Medical Education

Rosen¹,

Kreps²,

Mr.³

et al. 2019

Health Behavior Research

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The purpose of this study was to develop and assess an instrument evaluating the quality of online continuing medical education interventions for clinicians. A review of seminal literature for evaluating health-related websites was conducted to incorporate best practices from health education, health communication, and web-based design principles. After reviewing the literature, 12 preliminary quality indicators were developed. Two independent coders used the preliminary quality indicators to code continuing medical education interventions. Internal reliability of the preliminary indicators was calculated using the Krippendorff's alpha coefficient. After completing the reliability testing and revising the tool, the quality evaluation framework consisted of six quality indicators: accessibility, content, design, evaluation, interactivity, and theory/models. The indicators are not specifically tied to one content area; therefore, this tool can be utilized to assess the quality of continuing medical education interventions of various content areas. Future research should be conducted to further develop a comprehensive metric to assess indicators' effect on behavior change and clinician communication with patients. These quality indicators are important as they are a foundation for intervention developers to effectively communicate current medical information and new guidelines from medical organizations and, in turn, impact patient communication and care.

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Education format and resource preferences among registrants of a pediatric-focused CME website

Cited by 14 publications

References 11 publications

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa

Experiences and perceptions of online continuing professional development among clinicians in sub-Saharan Africa

Quality of Web-Based Educational Interventions for Clinicians on Human Papillomavirus Vaccine: Content and Usability Assessment

Quality Evaluation Tool for Clinician Online Continuing Medical Education

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