Integrating a pedagogic course in a CPD programme for paediatricians at out-patient clinics

Holmgren, Daniel; Hult, Helena Vallo; Wekell, Per

doi:10.1080/21614083.2020.1862981

Cited by 4 publications

(8 citation statements)

References 10 publications

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“…Six of the participants contributed to the main programme as educators in the role of subject‐matter specialists, and six participants completed the optional pedagogic assignment at their own clinics. The embedded pedagogic course with the emphasis on the pedagogic assignment has been reported in a separate paper 16 …”

Section: Resultsmentioning

confidence: 99%

“…The learning strategy of the embedded pedagogic course was formulated according to the case discussions used throughout the programme. 16,26 The results of the participants' evaluations of the 'embedded pedagogic course' indicated that the participants were able to take in and apply the adult pedagogic principles utilised during the programme in a way that was highly appreciated by their co-workers. This therefore suggests that it is possible to reach out to enhance the learning environment at the participants' workplaces by strengthening their educational skills.…”

Section: Discussionmentioning

confidence: 99%

“…The specific objectives were refined in collaboration with the participants and the course leaders during the programme and formulated in general terms: ‘Upon completion of the learning module, you should be able to care for children with…’ or, ‘… you should have developed an awareness of…’ 15 . Objectives for the educational skills component, with regard to how to lead and evaluate interactive case discussions, were formulated on the basis of our previous experience of integrating pedagogic learning in CPD programmes 16 …”

Section: Methodsmentioning

confidence: 99%

“…15 Objectives for the educational skills component, with regard to how to lead and evaluate interactive case discussions, were formulated on the basis of our previous experience of integrating pedagogic learning in CPD programmes. 16 The educational strategies of the programme were developed based on Kolb's experiential learning cycle, with special emphasis on preparation, group-based case discussions, formative assessments and a return to clinical practice. 11,17,18 Assessments of participants' paediatric competencies and educational skills during the programme focused on formative assessments corresponding to the aim and objectives of the programme.…”

Section: Me Thodsmentioning

confidence: 99%

“…The embedded pedagogic course with the emphasis on the pedagogic assignment has been reported in a separate paper. 16 3.5 | Evaluation…”

Section: The Embedded Pedagogic Coursementioning

confidence: 99%

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Strengthening paediatric competencies and educational skills among general paediatricians

et al. 2021

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All paediatricians continuously need to maintain and improve their competencies and skills in order to meet the clinical challenges of our time and provide the best possible care for children. In recent decades, remarkable progress in the advanced care of children with severe conditions has taken place, driven by increased specialisation, resulting in improved outcomes for many children on the one hand and 'new survivors' with chronic conditions and complex healthcare needs on the other. [1][2][3] When paediatric practice moves towards increased specialisation in this way, there is a risk that general paediatrics will be set aside and continuous education

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Me Thodsmentioning

confidence: 99%

“…The embedded pedagogic course with the emphasis on the pedagogic assignment has been reported in a separate paper. 16 3.5 | Evaluation…”

Section: The Embedded Pedagogic Coursementioning

confidence: 99%

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Strengthening paediatric competencies and educational skills among general paediatricians

et al. 2021

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Paediatric on-call consultants’ learning within and beyond the objectives of a coherent CPD program

2022

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Background Evaluations, using questionnaires, of a two-year long CPD program for on-call consultant paediatricians, showed that the overall objective of the program was largely met. We stipulate that the coherency of the CPD program contributed to the learning. To gains a deeper understanding of the participants learning within and beyond the overall objectives of the program, we decided to conduct an interview study enrolling participants from the first two CPD courses. Methods Nine experienced paediatric consultants were interviewed 1-4 years after completing a coherent two-year long CPD program, focusing on what and how they learned. The interviews were audio-recorded and transcribed as text, analysed, and categorised using qualitative content analysis. Results What the participants learned: improved medical competences, greater confidence in the role of an on-call consultant, better understanding of the role of an on-call consultant and importance of professional networks. Several categories were outside the overall objective, at personal level: an understanding of one’s own and other’s competences, taking responsibility for one’s own CPD and managing things one does not know. At professional level: more secure as an individual and with colleagues. How it was learned: relevant objectives, preparatory material and case discussions were important. Participants learned by preparing, repeating, reflecting, and participating actively, and by applying what they learned in clinical practice. The participants learned from one other over a period of two years, when they also got to know one another and created networks. A safe learning environment imposed demands and enabled participants to define their competence and learn accordingly. Conclusions This study describes what and how on-call consultant paediatricians learned during a coherent two-year long CPD program. The learning took place within and beyond the framework of the overall objectives. The study suggests that evaluation methods based on objectives may be blind to important areas of learning and need to be combined with qualitative methods that examine a broad impact of learning. Taken together, the analysis of what and how the participants learned shows that they were better equipped to work as consultant on call and deal with the things they did not know.

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Designing for digital transformation of residency education – a post-pandemic pedagogical response

et al. 2023

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Background The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond. Methods A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching. Results The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders’ goals of using the technology and the situated context of the teaching. Conclusions The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

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Integrating a pedagogic course in a CPD programme for paediatricians at out-patient clinics

Cited by 4 publications

References 10 publications

Strengthening paediatric competencies and educational skills among general paediatricians

Strengthening paediatric competencies and educational skills among general paediatricians

Paediatric on-call consultants’ learning within and beyond the objectives of a coherent CPD program

Designing for digital transformation of residency education – a post-pandemic pedagogical response

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