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Purpose of the study: Understanding self-directed learning (SDL) when using point of care information systems (POCIS) can inform educational providers of the usefulness of the system for continuing medical education (CME). Sen's capability approach can offer a unique perspective to understand SDL, which considers the extent to which individual valued learning needs can be achieved. The aim of the study was to pilot the use of a questionnaire informed by the capability approach for understanding SDL when using POCIS in the context of CME. Methods: A semi-structured questionnaire aligned to the capability approach (Capability Approach for SDL with POCIS Questionnaire -CA-SPQ) in the context of CME was developed and implemented with 200 users of a POCIS (BMJ Best Practice). Results: The response rate was 92 and 78% of users considered that their valued outcomes were achieved and that they could apply their new learning to practice. The questionnaire had high content, face, and construct validity. Conclusion:The CA-SPQ can offer a practical instrument to provide data and useful information for understanding SDL, when using POCIS in the context of CME. It also has the potential for adaptation to other areas of medical education.

Objective To understand transfer of learning of an online self-directed learning and clinical decision support resource for health professionals (BMJ Best Practice) informed by Sen s capability approach. Design A semi-structured questionnaire was used to identify the extent to which BMJ Best Practice enabled participants to achieve their valued outcomes and the factors that enabled and constrained their achievement. Setting This study was carried out in a single centre, which is a tertiary care medical institution containing around 1500 inpatient beds. Participants 200 physicians at Air Force Medical Center were invited to take part in this study. 184 physicians completed the online questionnaire. Results 78 percent of physicians felt that BMJ Best Practice enabled them to achieve their valued outcomes and to apply their new knowledge to inform their practice. The main factors that constrained their achievement were technological. Conclusion Sen s capability approach offers an innovative and useful model to further understand health professions education since it highlights the importance of the learner perspective of valued outcomes, including the difficulties associated with the effective transfer of learning in CPD.