Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews

Ngenzi, Joseph Lune; Scott, Richard E.; Mars, Maurice

doi:10.1186/s12909-021-02607-w

Cited by 30 publications

(42 citation statements)

References 22 publications

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“…Along with our results, most of the included studies in a scoping review of the interprofessional online learning for primary healthcare reported that e-learning courses had positive outcomes such as advancement in participants' attitudes, perceptions, knowledge, and skills [26]. Moreover, results of a scoping review of six studies showed that, in continuing professional development programs, both Internet-based and non-Internet-based technology approaches enhanced healthcare professionals' knowledge, skills, and attitudes [3].…”

Section: Discussionsupporting

confidence: 80%

“…CME is a part of continuing professional development (CPD), which concentrates on improving the knowledge and skills of healthcare professionals [3]. In several investigations, the CME programs have had positive effects on the health professionals' awareness, practice, knowledge, confidence, performance, and skills, the quality and efficiency of the healthcare system, and the patients' outcomes [4][5][6][7].…”

Section: Introductionmentioning

confidence: 99%

“…In several investigations, the CME programs have had positive effects on the health professionals' awareness, practice, knowledge, confidence, performance, and skills, the quality and efficiency of the healthcare system, and the patients' outcomes [4][5][6][7]. However, due to some barriers such as increased workload and personal costs, ineffective training delivery methods, and lack of time and funding; incentives for acquiring competencies; training opportunities; organizational support; educational resources; credible information; and personal motivation, in-person attending and taking advantages of the on-the-job educational opportunities is not readily feasible [2,3,8]. erefore, officials and managers should apply technologies to provide CME strategies that are more flexible in time and place, attractive, learner-focused, interactive, further involved in collaboration and communication, and of less cost [9,10].…”

Section: Introductionmentioning

confidence: 99%

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Designing, Installing, and Commissioning an Electronic Continuing Medical Education System at Hamadan University of Medical Sciences Integrated with National CME System

Salehi

Khatiban

Sangestani

et al. 2022

Education Research International

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Electronic learning has changed the continuing medical education (CME) methods. For the first time, we aim to design, install, and launch an electronic CME (e-CME) system at our university, to integrate it with our National Continuing Medical Education Center of the Ministry of Health, to determine its effects on the midwives’ knowledge and problem-solving skills in postpartum hemorrhage (PPH), and their satisfaction with the electronic content and attitude toward the e-CME method. First, we designed and installed the learning management system (LMS) and integrated it with the national system. In the second phase, by the census, we applied it to 32 midwives through a quasiexperimental with a single-group pretest-posttest design. So, midwives used the electronic system in all five sessions and completed the research tools such as PPH knowledge, skills in solving problems, satisfaction with the content, and attitude toward e-CME before and after these sessions. Data were analyzed using the SPSS-16 software by the paired t-test, Wilcoxon, Friedman’s, and Pearson’s tests with a 95% confidence level. The levels of midwives’ PPH knowledge and problem-solving skills were both significantly improved ( p < 0.05 ). The total attitudes toward using e-learning CME for most participants were positive both before and after the intervention. After the intervention, there was a high satisfaction level (4.04 ± 0.16) with the electronic content among participating midwives. The positive results and successful use of e-learning by midwives lead to the achievement of the university’s mission of continuing medical education.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Designing, Installing, and Commissioning an Electronic Continuing Medical Education System at Hamadan University of Medical Sciences Integrated with National CME System

Salehi

Khatiban

Sangestani

et al. 2022

Education Research International

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“…The authors note that regardless of the format of CPD, effective activities must be evidence based, interactive, involve some form of self-assessment activity, and multiple exposures to the learning material. 22 Online CPD providers in future should aim to incorporate these factors, to maximise the efficacy of their activities while providing doctors with the benefits of cheaper and more accessible CPD.…”

Section: Theme 4: Workplace Challengesmentioning

confidence: 99%

Doctors’ engagement with a formal system of continuing professional development in Ireland: a qualitative study in perceived benefits, barriers and potential improvements

et al. 2021

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ObjectivesTo examine experiences of participation in a mandatory system of continuing professional development (CPD) among doctors in Ireland, in order to identify areas for improvement.DesignA qualitative cross-sectional design was used.Participants1408 participants (701 male, 707 female) were recruited via email from a population of 4350 doctors enrolled on a Royal College of Physicians of Ireland Professional Competence Scheme (PCS) for the 2017/2018 year, and completed an online survey as part of a larger study examining experiences and attitudes towards participation in PCS. A subset of the sample (434 participants) responded to an optional open-ended question about PCS participation. Responses to the open-ended question were analysed using thematic analysis.ResultsThematic analysis resulted in five main themes relating to perceived barriers to PCS participation across a wide range of areas: ‘Evidence of participation’, ‘The structure of PCS’, ‘Questioning the benefits of formal CPD’, ‘Workplace challenges’ and ‘Access issues’.ConclusionsTaken together, the five themes outlined in this study give a wide-ranging, in-depth picture of the challenges faced by Irish doctors, which expand on well-documented factors such as time constraints, to illustrate a series of complex, interacting factors. Some barriers, such as difficulty obtaining evidence of participation, may be relatively easily addressed. Others, such as issues with the way the PCS is structured, are more intractable, and require further research to understand more fully and develop appropriate solutions.

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“…There were no exclusive qualitative studies ( Table 1 ). Most study designs were mixed methods (24/52, 46%) [ 8 , 9 , 12 , 18 , 23 , 26 , 35 , 42 , 43 , 45 , 47 , 50 , 55 , 56 , 61 , 64 , 67 , 71 , 72 ], followed by cross-sectional studies (9/52, 17%) [ 22 , 32 , 39 , 42 , 56 , 59 ].…”

Section: Resultsmentioning

confidence: 99%

Use of the CPD-REACTION Questionnaire to Evaluate Continuing Professional Development Activities for Health Professionals: Systematic Review

Ayivi-Vinz¹,

Kanyinga²,

Bergeron³

et al. 2022

JMIR Med Educ

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Background Continuing professional development (CPD) is essential for physicians to maintain and enhance their knowledge, competence, skills, and performance. Web-based CPD plays an essential role. However, validated theory–informed measures of their impact are lacking. The CPD-REACTION questionnaire is a validated theory–informed tool that evaluates the impact of CPD activities on clinicians’ behavioral intentions. Objective We aimed to review the use of the CPD-REACTION questionnaire, which measures the impact of CPD activities on health professionals’ intentions to change clinical behavior. We examined CPD activity characteristics, ranges of intention, mean scores, score distributions, and psychometric properties. Methods We conducted a systematic review informed by the Cochrane review methodology. We searched 8 databases from January 1, 2014, to April 20, 2021. Gray literature was identified using Google Scholar and Research Gate. Eligibility criteria included all health care professionals, any study design, and participants’ completion of the CPD-REACTION questionnaire either before, after, or before and after a CPD activity. Study selection, data extraction, and study quality evaluation were independently performed by 2 reviewers. We extracted data on characteristics of studies, the CPD activity (eg, targeted clinical behavior and format), and CPD-REACTION use. We used the Mixed Methods Appraisal Tool to evaluate the methodological quality of the studies. Data extracted were analyzed using descriptive statistics and the Student t test (2-tailed) for bivariate analysis. The results are presented as a narrative synthesis reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results Overall, 65 citations were eligible and referred to 52 primary studies. The number of primary studies reporting the use of CPD-REACTION has increased continuously since 2014 from 1 to 16 publications per year (2021). It is available in English, French, Spanish, and Dutch. Most of the studies were conducted in Canada (30/52, 58%). Furthermore, 40 different clinical behaviors were identified. The most common CPD format was e-learning (34/52, 65%). The original version of the CPD-REACTION questionnaire was used in 31 of 52 studies, and an adapted version in 18 of 52 studies. In addition, 31% (16/52) of the studies measured both the pre- and postintervention scores. In 22 studies, CPD providers were university-based. Most studies targeted interprofessional groups of health professionals (31/52, 60%). Conclusions The use of CPD-REACTION has increased rapidly and across a wide range of clinical behaviors and formats, including a web-based format. Further research should investigate the most effective way to adapt the CPD-REACTION questionnaire to a variety of clinical behaviors and contexts. Trial Registration PROSPERO CRD42018116492; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=116492

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Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews

Cited by 30 publications

References 22 publications

Designing, Installing, and Commissioning an Electronic Continuing Medical Education System at Hamadan University of Medical Sciences Integrated with National CME System

Designing, Installing, and Commissioning an Electronic Continuing Medical Education System at Hamadan University of Medical Sciences Integrated with National CME System

Doctors’ engagement with a formal system of continuing professional development in Ireland: a qualitative study in perceived benefits, barriers and potential improvements

Use of the CPD-REACTION Questionnaire to Evaluate Continuing Professional Development Activities for Health Professionals: Systematic Review

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