Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education

Shaw, Tim; Barnet, Stewart; McGregor, Deborah; Avery, Jennifer

doi:10.3109/0142159x.2014.923563

Cited by 17 publications

(12 citation statements)

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“…Our study population was composed of senior dermatology residents and certified dermatologists and was comparable with the population of dermoscopy users described previously 7,8 with most women (88%) working in the private practice setting. e-Learning is undoubtedly becoming popular in the continuing medical education setting, 28 but even if e-learning is well appreciated by participants, the efficacy of e-learning modules must be rigorously evaluated compared with a conventional in-class lecture. 29 Most studies evaluating e-learning programs show important user satisfaction, but few studies show real increases in performances.…”

Section: Christmas Vacationmentioning

confidence: 99%

Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning

et al. 2015

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Section: Christmas Vacationmentioning

confidence: 99%

Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning

et al. 2015

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“…Physicians in training are required to demonstrate skills and knowledge across an increasingly large number of competencies while developing skills in their chosen discipline [ 11 , 12 ]. Even though adult learning principles have long identified that education and training must be contextually relevant and directly linked to practice [ 13 ], many safety and quality programs in hospitals are delivered via didactic lectures or workshops that are not specific to the training environment or practice [ 14 ]. While online learning is increasingly employed for the scalable delivery of education to doctors in training, there is little evidence in the literature regarding whether computer-based online educational methodologies are effective in actually changing behavior.…”

Section: Introductionmentioning

confidence: 99%

A mixed methods approach to developing and evaluating oncology trainee education around minimization of adverse events and improved patient quality and safety

et al. 2016

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BackgroundAdverse events are a significant quality and safety issue in the hospital setting due to their direct impact on patients. Additionally, such events are often handled by junior doctors due to their direct involvement with patients. As such, it is important for health care organizations to prioritize education and training for junior doctors on identifying adverse events and handling them when they occur. The Cancer Cup Challenge is an educational program focuses on quality improvement and adverse event awareness targeting for junior oncology doctors across three international sites.MethodsA mixed methodology was used to develop and evaluate the program. The Qstream spaced learning platform was used to disseminate information to participants, as it has been demonstrated to impact on both knowledge and behavior. Eight short case based scenarios with expert feedback were developed by a multidisciplinary advisory committee containing representatives from the international sites. At the conclusion of the course impact on participant knowledge was evaluated using analysis of the metrics collected by the Qstream platform. Additionally, an online survey and semi-structured interviews were used to evaluate engagement and perceived value by participants.ResultsA total of 35 junior doctors registered to undertake the Qstream program, with 31 (88.57 %) successfully completing it. Analysis of the Qstream metrics revealed 76.57 % of cases were answered correctly on first attempt. The post-program survey received 17 responses, with 76.47 % indicating cases for the course were interesting and 82.35 % feeling cases were relevant. Finally, 14 participants consented to participate in semi-structured interviews about the program, with feedback towards the course being generally very positive.ConclusionsOur study demonstrates that an online game is well accepted by junior doctors as a method to increase their quality improvement awareness. Developing effective and sustainable training for doctors is important to ensure positive patient outcomes are maintained in the hospital setting. This is particularly important for junior doctors as they are working closely with patients and learning skills and behaviors, which will influence their practice throughout their careers.

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“…Furthermore, 42 out of 51 states'/territories' licensing boards require completion of 16 to 150 CME hours annually, biennially, or triennially (Federation of State Medical Boards, 2018). However, with the rapid development of web-based CME interventions, fundamental health communication and education design principles are potentially disregarded limiting program quality and efficacy, such as lack of impact on clinicians' knowledge and practice and limited improvement in quality patient care (Goldberg & McKhann, 2000;Harris, Novalis-Marine, & Harris, 2003;Shaw, Barnet, Mcgregor, & Avery, 2015). Therefore, public health and medical officials are potentially unaware of whether these web-based interventions and programs are achieving their intended outcomes, and which components need revisions and improvements (Kreps, 2002;Kreps, 2012).…”

Section: Introductionmentioning

confidence: 99%

Quality Evaluation Tool for Clinician Online Continuing Medical Education

Rosen¹,

Kreps²,

Mr.³

et al. 2019

Health Behavior Research

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The purpose of this study was to develop and assess an instrument evaluating the quality of online continuing medical education interventions for clinicians. A review of seminal literature for evaluating health-related websites was conducted to incorporate best practices from health education, health communication, and web-based design principles. After reviewing the literature, 12 preliminary quality indicators were developed. Two independent coders used the preliminary quality indicators to code continuing medical education interventions. Internal reliability of the preliminary indicators was calculated using the Krippendorff's alpha coefficient. After completing the reliability testing and revising the tool, the quality evaluation framework consisted of six quality indicators: accessibility, content, design, evaluation, interactivity, and theory/models. The indicators are not specifically tied to one content area; therefore, this tool can be utilized to assess the quality of continuing medical education interventions of various content areas. Future research should be conducted to further develop a comprehensive metric to assess indicators' effect on behavior change and clinician communication with patients. These quality indicators are important as they are a foundation for intervention developers to effectively communicate current medical information and new guidelines from medical organizations and, in turn, impact patient communication and care.

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Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education

Abstract: The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

Cited by 17 publications

References 21 publications

Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning

Enhancement of Customary Dermoscopy Education With Spaced Education e-Learning

A mixed methods approach to developing and evaluating oncology trainee education around minimization of adverse events and improved patient quality and safety

Quality Evaluation Tool for Clinician Online Continuing Medical Education

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