Survey of Irish general practitioners’ preferences for continuing professional development

Maher, Bridget; O'Neill, R; Faruqui, Adnan; Bergin, Colm; Horgan, Mary; Bennett, Deirdre; O’Tuathaigh, Colm M. P.

doi:10.1080/14739879.2017.1338536

Cited by 22 publications

(20 citation statements)

References 17 publications

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“…Several topics areas identified for future CPD topics/activities (e.g., perceived learning needs) intersect previous research findings [9,15,16]. For example, a recent study examining Irish general practitioners found that respondents highly endorsed educational activities related to practice management, ethics, and stress management [15]. Relatedly, Phitayakorn et al reported that a high percentage of surgical educators requested further training in research techniques, such as finding grant funding, designing research studies, and performing data analyses [16].…”

Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 52%

“…To our knowledge, this study is the first to systematically quantify and content analyze written responses describing areas for future CPD topics/activities (e.g., perceived learning needs) and challenges encountered in practice in an attempt to identify educational needs related to intrinsic CanMEDS competencies. While prior research has identified professional and personal learning needs using quantitative surveys [9,15–17], the present study used qualitative content analysis of physicians’ narratives to open-ended questions. These comments provided a richness and authenticity to how these intrinsic roles are constructed in practice that could not have been possible from quantitative data alone.…”

Section: Discussionmentioning

confidence: 99%

“…While prior studies have examined educational needs related to personal and professional abilities in CPD contexts [9,15–17], these studies have relied on quantitatively based needs assessment surveys to quantify the perceived importance of and interest in such activities. While such approaches are certainly an important step in identifying CPD learning needs, the results from such surveys are limited by the extent to which physicians can accurately assess their learning needs.…”

Section: Introductionmentioning

confidence: 99%

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An innovative approach to identifying learning needs for intrinsic CanMEDS roles in continuing professional development

McConnell

Arshad

et al. 2018

Medical Education Online

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Context: The CanMEDS framework promotes the development of competencies required to be an effective physician. However, it is still not well understood how to apply such frameworks to CPD contexts, particularly with respect to intrinsic competencies.Objective: This study explores whether physician narratives around challenging cases would provide information regarding learning needs that could help guide the development of CPD activities for intrinsic CanMEDS competencies.Methods: We surveyed medical and surgical specialists from Southern Ontario using an online survey. To assess perceived needs, participants were asked, ‘Describe three CPD topic you would like to learn about in the next 12 months’. To identify learning needs that may have arisen from problems encountered in practice, participants were asked, ‘Describe three challenging situations encountered in the past 12 months.’ Responses to the two open-ended questions were analyzed using thematic content analysis.Results: Responses were received from 411 physicians, resulting in 226 intrinsic CanMEDS codes for perceived learning needs and 210 intrinsic codes for challenges encountered in practices. Discrepancies in the frequency of intrinsic roles were observed between the two questions. Specifically, Leader (28%), Scholar (43%), and Professional (16%) roles were frequently described perceived learning needs, as opposed to challenges in practice (Leader: 3%; Scholar: 2%; and Professional: 8%. Conversely, Communicator 39%, Health Advocate 39%, and to a lesser extent Collaborator 11%) roles were frequently described in narratives surrounding challenges in practice, but appeared in <10% of descriptions of perceived learning needs (Communicator: 4%; Health Advocate 6%; Collaborator: 3%).Conclusion: The present study provides insight into potential learning needs associated with intrinsic CanMEDS competencies. Discrepancies in the frequency of intrinsic CanMEDS roles coded for perceived learning needs and challenges encountered in practice may provide insight into the selection and design of CPD activities.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 52%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An innovative approach to identifying learning needs for intrinsic CanMEDS roles in continuing professional development

McConnell

Arshad

et al. 2018

Medical Education Online

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“…31 This, along with the positive findings seen in this study for stress, morale, and professional isolation, may be why the majority of GPs in Ireland use CME-SGL in preference to other methods available. 42…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Impact of participation in continuing medical education small group learning (CME-SGL) on the stress, morale, and professional isolation of rurally-based GPs: a qualitative study in Ireland

Dowling¹,

Finnegan²,

Daly³

et al. 2019

BJGP Open

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BackgroundThe pressures of general practice contribute to high levels of stress, low morale, and burnout in some GPs. In addition, rurally-based doctors may experience significant professional isolation. Participation in continuing medical education (CME) appears to reduce stress, and may improve the retention of rural GPs.AimAs part of a larger study devised to examine the effectiveness of regular participation in CME small group learning (SGL) on rurally-based Irish GPs, this study explored whether CME-SGL had any impact on GP stress, morale, and professional isolation.Design & settingThis was a qualitative study involving four CME-SGL groups based in rural Ireland.MethodSemi-structured focus group interviews were conducted in established CME-SGL groups in four different rural geographical locations. Interviews were audiorecorded, transcribed verbatim, and analysed thematically.ResultsAll members of these CME-SGL groups (n = 43) consented to interview. These GPs reported that regular meetings with an established group of trusted colleagues who are ‘in the same boat’ provided a ‘safe space’ for discussion of, and reflection on, both clinical concerns and personal worries. This interaction in a supportive, non-threatening atmosphere helped to relieve stress, lift morale, and boost self-confidence. The social aspect of CME-SGL sustained these rural GPs, and served to alleviate their sense of professional isolation.ConclusionDelivery of CME through locally-based SGL provides as an important means of supporting GPs working in rural areas. The non-educational benefits of CME-SGL, as described by these Irish GPs, are of relevance for rural doctors in other countries.

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What are the current ‘top five’ perceived educational needs of Irish general practitioners?

et al. 2019

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Survey of Irish general practitioners’ preferences for continuing professional development

Abstract: The increasing diversity of services offered in the Irish primary care setting, in both clinical and non-clinical areas, should be tailored based to include GP practice location and structure.

Cited by 22 publications

References 17 publications

An innovative approach to identifying learning needs for intrinsic CanMEDS roles in continuing professional development

An innovative approach to identifying learning needs for intrinsic CanMEDS roles in continuing professional development

Impact of participation in continuing medical education small group learning (CME-SGL) on the stress, morale, and professional isolation of rurally-based GPs: a qualitative study in Ireland

What are the current ‘top five’ perceived educational needs of Irish general practitioners?

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