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Build the job training right into the job...generally by integrating a reflection component consistent with Kolb's experiential learning theory. They do the job and then reflect on it either individually or in groups.
See one. Do one. Teach one. That's a fundamental premise in basic medical education. Can we not find a similar approach to continuing medical education?
I know a physician who is an expert in knowledge management, evidence-based medicine, and knowledge translation. Specifically he deals with knowledge translation to frontline clinicians. These involved in numerous activities including web-based learning. Might be worthwhile to read off on some of his activities -- his name is Dr. Michael Evans (also writes for the globe & mail)
Once incentives (and possibly disincentives) have been set up, well-designed web learning programs may be very effective, especially for rural physicians.
This may be tangential, but many of the "rounds" that occur over a lunch hour are sponsored by industry. The industry has a specific message that they would like healthcare professionals to absorb, which may not be aligned with best practices. Academic detailing, may be of value.
many continuing education events have a self-evaluation component. This would allow a pretest or posttest to ensure learning occurs.
Having a mandatory requirement for continuing medical education credits is a popular approach
The first issue is time taken to obtain knowledge. Economic theory would dictate that new knowledge or skills acquisition that requires time and effort will most likely be performed if there is either an incentive (higher pay, greater job satisfaction, promotion) or a disincentive if these activities are not conducted. For self-regulating healthcare professionals, like physicians, a physician assessment program has been set up by the College of physicians which may be punitive (although unlikely
I really like the idea of podcasts. But I would like to see them targeted so that they fit within the 'working life' of health care providers and are not just another thing to cover in an already busy day. I also like the idea of combining "hands on" instructor time with e-learning and specific dates/acountabilities set to ensure learning takes place. Again, as long as it is tailored to fit within the working life of the student.
web based, but with the ability to select contextually appropriate 'mini-lessons'. Too often PD is generalised for the masses, and a large percentage will tune out if they can't immediately address their own concerns.
Access to up-to-date online user guides, training and educational manuals and job aids could help. Self-directed learning modules delivered through Learning Content Management System (LCMS). But â€œhands onâ€ learning via performance-based education and mock simulations or role based learning is helpful for skill development.
Improving access (both real-time and on-demand) to learning for health care providers is important. There could belong term cost/time savings through the creation of standardized and reusable learning objects. The end result is efficiency-driven and scalable education that meets the needs of many individuals.
I am often told that many hospital based health care providers don't have ease of access to computers or intranet for learning while on the job. Makes online learning difficult.
E-Learning programs and learning objects that combine asynchronous learning (i.e. webcasts, learning content management systems, screencasts, etc.) and synchronous learning (via videoconference, webinar, webcast, etc.). Accomodate multimedia presentations and simulation based learning activities. This hybrid model could be scalable and provide for standardized delivery of education across great distances. Something that supports group-based learning could be helpful.
I have been reviewing an article about distance learning an China and they report that the top programs in China (and there are lots) "combine self-pased learning with site-based insturciton provided locally or via videoconferenceing". This supports the ideas already logged here.
Short information bits delivered to a group, either via internet (screencast) or videoconferencing allowing participants to discuss the information as part of the process. E-learning forum with questionnaire that assits with the learning process and has a discussion forum. Credit for the sessions incourages participation
computer based learning (cbl)- online courses with your computer...tutorial and test
Podcasts or Video Podcasts? then you can listen (and see) to the information being given to you when you please.
blackboard or other learning management system
www streaming of videotaped presentations e.g., screencast.com or itunes university ... great dissemination but no interaction