Predictors of health professionals’ satisfaction with continuing education: A cross-sectional study

Abstract

<jats:p> Objectives: to verify which organizational, methodological, and resource-related characteristics of Continuing Health Education (CHE) help to best predict the professionals´ satisfaction. Method: a cross-sectional study with multivariate logistic regressions to predict a high mean satisfaction with different dimensions of educational actions used: Overall satisfaction, Utility, Methodology, Organization and resources, and Teaching Capacity. 25,281 satisfaction questionnaires have been analysed completed by health professionals attending 1,228 training activities in Andalusia (Spain), during the period from March 2012 to April 2015. Results: the characteristics that best predict a high overall satisfaction are the following: clinical session type as opposed to the workshop (Odds Ratio [OR]=2.07, p&lt;0.001); face-to-face attendance modality (OR=3.88, p&lt;0.001) or semi-personal-attendance (OR=2.83, p&lt;0.001), as opposed to e-learning; and 1-2 days in duration (OR=2.38, p&lt;0.001) as opposed to those of between 3 and 14 days. A lower number of hours (OR=0.99, p&lt;0.001) and a lower number of professionals (OR=0.98, p&lt;0.05) also increase the probability. Having the educational actions accredited increases the probabilities in the following dimensions: Utility (OR=1.33, p&lt;0.05), Methodology (OR=1.5, p&lt;0.01) and Teaching capacity (OR=1.5, p&lt;0.01). Conclusion: the study provides relevant information on aspects that improve professional satisfaction, such as that e-learning activities should improve their content, teaching methods, and styles, or that face-to-face clinical sessions are the type of CHE with the greatest satisfaction.</jats:p>

Expectations on online orthopedic course using constructivism theory: A cross-sectional study among medical students

“…Moreover, providing effective small-group learning, instructors' thoughtful use of techniques facilitated constructive interaction based on learner's needs and practice and contributed to the educational value of interpersonal interactions, especially in the activities using case-based discussion to link with this result. Several previous studies also stated that small-group face-to-face learning and learning theory can inform the educational design and facilitation of online learning [ 13 , 15 ]. Vaona et al conducted a systematic review comparing e-learning programs versus traditional learning at 12-month follow-up including 16 studies with randomized trial involving 5679 licensed health professionals (4759 mixed health professionals, 587 nurses, 300 doctors, and 33 childcare health consultants) and found that the teacher-student ratio should be reduced to successfully train the students [ 16 ].…”

Aplicação Do Aprendido Em Treinamento Sobre Segurança Do Paciente: Estratégias Utilizadas Por Profissionais Da Atenção Primária À Saúde

“…(25) Nesse processo, as atividades educacionais, com modalidade de ensino presencial, conferências clínicas com docentes treinados, baixo número de horas, programas educacionais em curto período de tempo, número reduzido de profissionais planejando e participando das atividades, constituem características organizacionais e metodológicas que predizem a satisfação dos profissionais de saúde com programas de treinamento. (26) Acrescenta-se, ainda, estratégias de capacitação em saúde que devem ser desenvolvidas segundo as necessidades dos profissionais de saúde e usuários. (19) Observa-se que a EPS desperta ações de ensino-aprendizagem, valorizando o alinhamento da teoria à prática na rotina da APS, efetivando-se como instrumento de mudança nas práticas sociais.…”