Continued professional development: A comparison of online vs. in-person workshops

Gallegos, Patrick J.; Mistry, Bhavin; Freshwater, Dustin; Mullen, Chanda

doi:10.1016/j.cptl.2021.03.019

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…The International Pharmaceutical Federation supports pharmaceutical stakeholders worldwide in providing pharmacists with access to continuing education (CE), motivating them to participate in the programs, and establishing quality assurance systems for the different programs ( Hajj et al, 2022 ). There are increasing expectations for pharmacists to participate in CE ( Gallegos et al, 2021 ; Sepp et al, 2021 ). Pharmacists who participate in CE to improve professional knowledge and skills have demonstrated higher efficiency and performance ( Tofade et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Pharmacists’ Preferences and Barriers to Access Continuing Education: A Cross-Sectional Study in Lebanon

et al. 2022

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The implementation of continuing education programs for pharmacists in Lebanon is emerging and needs to be further developed and strengthened to fill the gaps between knowledge acquisition and its application in the workplace. This study examined the perceptions of pharmacist preferences for and barriers to access programs. A crosssectional descriptive study was undertaken with a convenience sample of 142 pharmacists who were surveyed in their workplace. Almost 83.1% of pharmacists reported their day-to-day workplace experiences were the best way to learn. The high cost (50%) and time away from work (37.8%) were the main barriers to continuing education. Pharmacists reported a mean satisfaction of 5.8 (sd = 2.2)/10 with programs suggesting a need for routine needs assessments and adaptation of programs to better meet their learning needs.

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Section: Introductionmentioning

confidence: 99%

Evaluation of Pharmacists’ Preferences and Barriers to Access Continuing Education: A Cross-Sectional Study in Lebanon

et al. 2022

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“…Executing YILP as a virtual course facilitated participation of students from other universities, however some of our participants believed that they might benefit more if the course was executed in-person. The effectiveness of online and in-person workshop seems to be similar [ 30 ], however, best results could be obtained from in-person workshops, when engagement, communication and networking, and creativity are important [ 31 ].…”

Section: Discussionmentioning

confidence: 99%

A qualitative report on experiences of participants in the young innovative leadership program

Vaezi,

Khoshgoftar,

Teimouri-Jervekani

et al. 2024

BMC Med Educ

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Background Leadership in health system is a universal challenge. The Young Innovative Leadership Program (YILP) designed for undergraduate and postgraduate medical sciences students, implemented at the Isfahan University of Medical Sciences, aimed to cultivate leadership capacities through a 16-week training program. This program comprises ten modules covering innovation, change leadership, and management skills, with mentor-facilitated group discussions. This study aimed to provide a qualitative report of the experiences of participants in the YILP. Methods A qualitative study was conducted in 2022, three months after the end of the training program, to investigate the participants’ perspectives. Data was extracted through in-depth, semi-structured interviews with 14 participants. Results In this study 14 undergraduate and postgraduate medical sciences students who had participated in the YILP the previous year were included. Four main categories emerged from the interviews: “emergence of new horizons”, “values as beacon”, “an expanded toolbox”, and “program’s structure: a learning atmosphere”. Conclusions The results of our study indicated that medical science students would benefit from leadership development programs. In this regard, the framework utilized to implement YILP could serve as a role model.

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“… 42 Owing to COVID-19 restrictions, rather than in-person training, the GP training was delivered online. Evidence has suggested that online training can be as effective as in-person, 43 , 44 and online training in serious illness communication for intensive care unit (ICU) nurses was effective and acceptable. 45 Nevertheless, more research may be needed to assess its implementation in continuing medical education for GPs specifically.…”

Section: Discussionmentioning

confidence: 99%

Complex advance care planning intervention in general practice (ACP-GP): a cluster-randomised controlled trial

Stevens,

Miranda,

Pype

et al. 2023

Br J Gen Pract

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Background: Advance care planning (ACP) is an iterative communication process about patients’ values and preferences for future care. In general practice, there are barriers to ACP at patient, general practitioner (GP), or health care system levels. A complex intervention may be necessary to reduce barriers. Aim: To evaluate the effects of a complex ACP intervention for patients with chronic, life-limiting illness in general practice (ACP-GP). Design and Setting: Cluster-randomized controlled trial in Belgian general practice. Method: ACP-GP included a patient workbook, GP training, ACP conversations, and a documentation template. The control group received usual care. Outcomes were the 15-item ACP Engagement Survey for patients and the ACP Self-Efficacy Scale for GPs. Linear mixed models evaluated differences at 3 months (T1, effectiveness evaluation) and 6 months (T2) post-baseline. Analysis was intention-to-treat. Results: 35 GPs and 95 patients were randomised. Patient ACP engagement did not differ between the intervention and control group at T1 (baseline-adjusted mean difference, 0.34; 95% CI, -0.02 to 0.69; p=0.062) or T2 (baseline-adjusted mean difference, 0.20; 95% CI, -0.17 to 0.57; p = 0.28). For GP ACP self-efficacy, there were no significant differences between groups at T1 (baseline-adjusted mean difference, 0.16; 95% CI, -0.04 to 0.35; p = 0.11) or at T2 (baseline-adjusted mean difference, 0.11; 95% CI, -0.09 to 0.31; p = 0.27). Conclusion: ACP-GP did not improve patient engagement and GP self-efficacy more than usual care. Both groups showed patterns of increase from baseline. Trial procedures and the COVID-19 may have increased awareness about ACP.

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Continued professional development: A comparison of online vs. in-person workshops

Cited by 7 publications

References 20 publications

Evaluation of Pharmacists’ Preferences and Barriers to Access Continuing Education: A Cross-Sectional Study in Lebanon

Evaluation of Pharmacists’ Preferences and Barriers to Access Continuing Education: A Cross-Sectional Study in Lebanon

A qualitative report on experiences of participants in the young innovative leadership program

Complex advance care planning intervention in general practice (ACP-GP): a cluster-randomised controlled trial

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