Needs assessment for continuing medical education amongst doctors working in rural Nepal

Abstract

Objectives: To define the Continuing Medical Education (CME) needs of doctors working in rural Nepal.Methodology: 51 out of the 75 districts of Nepal were randomly selected after stratification by geographical area (excluding Kathmandu). All doctors working in both the public and private sectors in these districts were interviewed using a survey questionnaire.Results: A total of 213 doctors were interviewed. The majority (80%) had no postgraduate qualifications and 49% had less than 2 years clinical experience. 69.9% had a computer, with 55.3% having internet access. Doctors' main priorities for CME were the management of acute emergency problems in obstetrics, medicine, paediatrics and trauma/orthopaedics. There was a clear preference for skills based courses. Interactive, accessible, up-to-date CME was wanted, although internet and CD ROM methods were low on the preference scale. Many respondents expressed the desire for someone to guide them through a CME programme.Conclusions: Doctors in rural Nepal want individualized, up-to-date, interactive CME with particular emphasis on acute emergency management. Skills based courses were popular but not easily accessible. Many have access to computer/internet, but would need support in how to use it for CME. Doctors wanted support in the learning process.

Needs assessment of general practitioners in Pakistan: A descriptive cross-sectional survey

“…We focused on the barriers that this important healthcare workforce faces in updating their knowledge and skills. Similar to other primary care teams,[ 26 ] GPs reported a high workload (44%) and lack of study leaves (40%) as major hindrances. In addition, the cost of CME remains an important barrier.…”

On the advantages and disadvantages of virtual continuing medical education: a scoping review

“…The second most reported advantage was favourable learning formats 94 (33%, n = 92), including the qualities of being self-directed/self-paced; 33 , 34 , 48 , 59 , 61 , 64 , 72 , 73 , 85 , 92 , 97 , 113 , 115 , 125 , 130 , 134 - 142 , 120 , 122 , 123 , 143 , 144 interactive; 6 , 10 , 29 , 32 , 39 , 41 , 43 - 45 , 57 , 69 , 72 , 88 , 94 , 97 , 99 , 101 , 102 , 105 , 106 , 115 , 118 , 130 , 136 , 142 , 145 - 152 engaging; 10 , 32 , 93 , 102 , 143 , 153 user-friendly; 44 , 59 - 61 , 9...…”

“…Several articles also mentioned disadvantages associated with privacy concerns (e.g., online payment, Internet security) 34 , 48 , 72 , 105 , 114 , 149 , 190 , 249 (3%, n = 8); lack of familiarity with VCME (e.g., more experience and success with traditional CME) 36 , 57 , 106 , 135 , 264 (2%, n = 7), including educators’ lack of familiarity; 123 , 244 difficulty with participant evaluation (e.g., lack of integrity in completing VCME) 44 , 74 , 114 , 159 , 248 (2%, n = 5); country-specific differences (2%, n = 5) (e.g., misunderstanding of lab results, differences in treatment, language barriers) 43 , 69 , 154 , 237 , 241 ; learner isolation ( n = 4, 1%) (e.g., impersonal interactions); 130 , 132 , 195 , 253 and the need for in-person training. 45 , 51 , 98 , 265 …”

Exploring the perspectives of health professionals in a rural district hospital in Achham, Nepal on the role of daily continuing medical education (CME)

“…There is a lack of structured CME in rural and remote areas of Nepal and health professionals, including doctors, have to work in isolation in such areas. 30 There are few scientific studies on CME for doctors in rural areas of Nepal, and there are none for CME for other health professionals including mid-level healthcare workers and nurses. In rural and remote areas, in order for people to access healthcare workers, the World Health Organization (2010) recommended four key interventions and education was one of them.…”