Knowledge and utilisation of occupational asthma guidelines in primary care

Abstract

Aims: To develop an occupational asthma learning module, which could be used both as an educational tool and to evaluate awareness and usage of clinical guidelines in primary care.Methods: Healthcare professionals were invited to undertake an interactive BMJ Learning module, developed from existing national occupational asthma guidelines. Participants were invited to record immediate post-module feedback, and were also sent an e-mail questionnaire six weeks later to assess the impact of the module.Results: In total 1041 healthcare professionals completed the learning module within the first six months, which was associated with significant improvements in knowledge, and predominantly positive feedback. The e-mail follow-up questionnaire demonstrated improved usage and awareness of national occupational asthma guidelines.Conclusions: Significant barriers remain in ensuring that evidence-based occupational medicine guidelines are adopted in primary care. This project has demonstrated that e-learning offers one method of improving postgraduate medical education in this area, particularly where evidence-based guidelines have already been developed.

Recommendations for the development of e‐modules for the continuing professional development of European dentists

“…The content author is a key person in the development team. Ideally, the material should be peer‐reviewed and piloted before its implementation, particularly when the material is intended for a broad, diverse audience .…”

“…All modules must be designed in the same structural way, yet each must be independent of the others, so that the overall structure offers the necessary flexibility to the learners, who could access them independently, according to their individual needs and pace . A material of limited extent, comprising a single scientific entity/topic or addressing a specific educational purpose/need could constitute one single module . Each module constitutes a ‘learning object’, including all the tools and components necessary for a comprehensive learning experience.

The educational content must be developed by an expert on the topic (or a group of experts in order to achieve consensus) and should be peer‐reviewed. A cost‐effective and time‐saving way for content development is to use the already existing resources, which are modified, enriched and adjusted to the online environment, in an interactive and pedagogically sound manner. The teaching material should be divided into smaller modules, each one constituting a comprehensive learning unit/object.

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“…All modules must be designed in the same structural way, yet each must be independent of the others, so that the overall structure offers the necessary flexibility to the learners, who could access them independently, according to their individual needs and pace (12,17,41). A material of limited extent, comprising a single scientific entity/ topic or addressing a specific educational purpose/need could constitute one single module (7,11). Each module constitutes a 'learning object', including all the tools and components necessary for a comprehensive learning experience.…”

“…The ‘virtual classrooms’, particularly in the area of dentistry and dental CPD, are rapidly expanding , creating new challenges and opportunities for both learners and educators. The provision of electronic courses and modules for health and dental professionals’ CPD has been implemented and evaluated in a number of investigations . Results are positive regarding learning achievements, convenience and cost‐effectiveness, yet a number of factors, including pedagogy, communication, adaptability and quality, should be further explored in order for this educational medium to meet its full potential.…”

Where to Find Evidence-Based Information on Occupational Safety and Health?

“…E-learning can be effective as well. After participating in an e-learning module on occupational asthma, healthcare professionals reported increased knowledge, awareness, and use of evidence-based guidelines [15].…”