New Data on Clinician Learning: What does it mean for your CME Programs
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Transcript of New Data on Clinician Learning: What does it mean for your CME Programs
New Data on Clinician Learning:What does it mean for your programs
Brian S. McGowan, PhDCo-Founder & Chief Learning Officer
Jeremy C. Lundberg, MSSW CEO of EthosCE and Moderator
Today: A Story with Three Acts
Review three recent data sets that shed light on how clinicians learn1. Clinician learning and social media2. Clinician learning and preferences for CME3. Clinician learning and the natural learning
actions
Explore through interview and Q & A how these data may impact your educational programs
2
Clinician learning and social media
How are clinicians leveraging new media in meaningful ways to
support their lifelong learning?
3
Act One:
Question #1
What percentage of docs are using Twitter as a lifelong learning platform?
1.7%
2.17%
3.37%
4.57%
5.I have no idea4
Act One:
Question #2
What percentage of docs are using restricted online networks as a lifelong learning platform?
1.1%
2.21%
3.51%
4.71%
5.I have no idea5
Question #3
What percentage of physicians believe learning through social media could improve the quality of the care they provide?
1.10%
2.20%
3.40%
4.60%
5.I have no idea6
Problem: Despite all the recent buzz around the emergence of social media in healthcare, we have little definitive data on ‘meaningful use’ of social media by healthcare professionals…
http://www.jmir.org/2012/5/e117/
Methods
IRB-approved survey:• Developed using theoretical framework, previous
literature, and input from advisory board. Surveys were pilot tested using cognitive interview process prior to implementation
Distribution:• Surveys were distributed by email to a random selected
sample of US oncologists and primary care physicians.
Target groups and sample size:• US Oncologists (n=186) & US Primary Care Physicians
(n=299)
Response Rate:• 485 responses were analyzed for a response rate = 27%
http://www.jmir.org/2012/5/e117/
Is learning through social media a waste of time or an essential use of time?
20%
22%
18%
47%
45%
49%
33%
33%
33%
0% 20% 40% 60% 80% 100%
All respondents
Oncologists
Primary Care Physicians
Waste of time Neutral Essential use of time
http://www.jmir.org/2012/5/e117/
Is social media a source of low quality or high quality information?
18%
20%
17%
51%
52%
50%
31%
28%
32%
0% 20% 40% 60% 80% 100%
All respondents
Oncologists
Primary Care Physicians
Low quality Neutral High quality
http://www.jmir.org/2012/5/e117/
Physicians believe learning through social media improves their patient care
6%
7%
7%
6%
7%
11%
9%
13%
11%
8%
8%
9%
11%
5%
6%
18%
20%
23%
17%
17%
26%
24%
19%
28%
29%
24%
23%
20%
22%
22%
7%
7%
6%
10%
10%
0% 20% 40% 60% 80% 100%
Using Social Media enables me toaccomplish job tasks more effectively
Using Social Media improvesmy job performance
Using Social Media increasesmy job productivity
Using Social Media enables meto care for patients more effectively
Using Social Media helps improvethe quality of my patient care
Strongly Disagree Disagree Somewhat Disagree
Neither Agree or Disagree Somewhat Agree Agree
Strongly Agree
http://www.jmir.org/2012/5/e117/
Clinician learning and preferences for CME
What trends exist in how clinicians expect to participate in CME in 2014?
13
Act Two:
Question #4
What are the basic trends in clinician CME preferences?
1.A trend away from live CME Meetings
2.A trend towards (traditional) Online CME
3.A trend towards Online Virtual Course
4.All of the above
5.I have no idea
14
Act Two:
Question #5
What percentage of clinicians believe their participation with online CME will decrease on the next 12 months?
1.3%
2.13%
3.33%
4.53%
5.I have no idea15
Problem: Educational designs must include a rationale for delivering content in ways that learners prefer, but we have little comparative evidence to support these planning decisions…
http://www.jmir.org/2012/5/e117/
Methods
Needs Assessment Surveys:• In partnership with AcademicCME, a series of surveys were distributed to a nearly 10,000 subscribers to Elsevier Journals and past participants of Elsevier-sponsored CE activities
• Each survey targeted a unique audience of learners• A core set of questions was carried across all surveys and all audiences
• Participation in the surveys was incentivized by Elsevier
Sample Size• 801 responses were received across more than a dozen specialties and healthcare professions
Increasing Demand Among Clinicians for Online Learning and Virtual Courses
These trends persist regardless of specialty…
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These trends persist regardless of practice location
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Clinicians view live meetings and online CME as distinctly effective
But in a broader sense clinicians seem to feel underwhelmed by CME and other practice support tools
22
Clinician learning and the natural learning
actionsHave we simplified the process of learning
such that clinicians can efficiently and effectively learn?
23
Act Three:
Question #6
When it comes to the learning overall, what grade would you give your learners?
1.A
2.B
3.C
4.D
5.F24
Act Three:
No ‘right’ answer
Question #7
When it comes to participating in CME, what percentage of physicians identify as 'notetakers'?
1.15%
2.45%
3.65%
4.85%
5.I have no idea25
Question #8
What grade would you give yourself when it comes to reflecting and re-exposing yourself to your own learning notes?
1.A
2.B
3.C
4.D
5.F
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No ‘right’ answer
Problem: While educational planners are increasingly leveraging adult learning theory into their planning, they continue to assume learners know how to learn…
http://www.jmir.org/2012/5/e117/
Methods
Semi-structured interviews• More than 200 interview were conducted with clinicians,
medical educators, residents, and medical students
Interview model• A scenario was designed to understand the process of learning as
it relates to engaging with new ideas or practices within the context of a CME activity
• Subjects were asked what actions they take in response to new ideas or practices and how they ensure that this new information was transferred to extend their knowledge or impact their practice
Qualitative research analyses and conclusions• As themes emerged the interview model was refined and
eventually future interviews were used to validate the original themes
http://www.jmir.org/2012/5/e117/
Emergence of The Natural Learning Actions
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Four basic learning actions were uncovered
Clinician learners acknowledged that learning experiences that failed to support these learning actions were ‘hit or miss at best’
ArcheMedX Blog: http://bit.ly/XKJUpt
4 Natural Learning Actions
Note Taking Reminders
Search Social
Learning
Natural Learning Actions: Note Taking
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85% of clinician leaners self-identified as note-takers.
Clinicians struggle to overcome a jerry-rigged system of notebooks, index cards, post-its, and spare paper/pads. ArcheMedX Blog: http://bit.ly/XKJUpt
4 Natural Learning Actions
Note Taking Reminders
Search Social
Learning
Natural Learning Actions: Reminders
31
Clinician learners acknowledged that an inability to reflect on notes and lessons undermines their ability to learn and take action
They lack a simplified system for re-exposure and reflection
ArcheMedX Blog: http://bit.ly/XKJUpt
4 Natural Learning Actions
Note Taking Reminders
Search Social
Learning
Natural Learning Actions: Search
32
Clinician learners constantly raise new questions as they engage with the primary lesson content.
Searching for new information is distracting given current learning environments.
ArcheMedX Blog: http://bit.ly/XKJUpt
4 Natural Learning Actions
Note Taking Reminders
Search Social
Learning
Natural Learning Actions: Social
33
While engaging with content learners look to others to not only ask questions, but to validate their own learning actions (how/when they take notes, set reminders, and search).
This is a subtle new form of social learning.
ArcheMedX Blog: http://bit.ly/XKJUpt
4 Natural Learning Actions
Note Taking Reminders
Search Social
Learning
New Data on Clinician Learning:
What’s it mean for your programs
By:Brian S. McGowan, PhD
Co-Founder & Chief Learning Officer(direct) 267-603-2510 or [email protected]
Questions and Answers