Lifelong learning practices and leisure-time exercise habits of academic and community-based physicians

Abstract

Objective: Physicians are required to be lifelong learners for the provision of quality patient care. At the same time, physician wellbeing is a critical component in the delivery of such care. This study was designed to examine: (1) lifelong learning practices and leisure-time exercise habits of academic and community-based physicians; and (2) associations of leisure-time exercise with work engagement, exhaustion, and professional life satisfaction. Methods:Using an online survey, quantitative data were collected from physicians practicing in Canada. The survey contained validated scales of physician lifelong learning, leisure-time exercise, work engagement, work exhaustion, and professional life satisfaction. Descriptive, chi-square, t-test, and correlational analyses were performed.Results: Physicians (n=57) reported moderately high levels of lifelong learning, with no significant difference between academic and community-based physicians. To stay current in their practice, the majority of physicians reported exchanging ideas/asking colleagues and searching databases as questions arise (>90%), followed by engaging in clinical teaching and attending conferences and meetings of professional organizations (>80%). Watching podcasts and webinars was the least preferred lifelong learning activity (<50%). With respect to leisuretime exercise habits, more community-based physicians reported engaging in mild and/or moderate forms of exercising, whereas more academic physicians reported engaging in strenuous exercising in a typical week. Correlational analyses revealed that physicians' leisure-time exercise scores were positively correlated with professional life satisfaction (r = 0.25; p = 0.058) and work engagement (r = 0.29; p = 0.028) and negatively correlated with work exhaustion (r = −0.34; p = 0.01). Conclusions:Irrespective of the practice type, physicians tend to engage in lifelong learning activities that offer inperson interactions with colleagues and trainees. Regular participation in leisure-time exercise appears to enhance physicians' professional wellbeing. As such, these activities and habits should be encouraged, supported, and promoted within institutional culture and health systems in general.

Toward a More Just System of Care in Molecular Pathology

“…Even so, these CME licensure requirements may not be sufficient. Workplace interactions with colleagues, on‐the‐job database “research,” clinical teaching, and attendance at conferences were strongly valued by physicians as methods of “lifelong learning” and are not always reflected in all certification requirements for maintaining licensure 129 . The barriers in radiology to continuing medical education include insufficient time or financial support, lack of interest or perceived benefit, and lack of awareness of CME opportunities 130 …”

“…Workplace interactions with colleagues, on-the-job database "research," clinical teaching, and attendance at conferences were strongly valued by physicians as methods of "lifelong learning" and are not always reflected in all certification requirements for maintaining licensure. 129 The barriers in radiology to continuing medical education include insufficient time or financial support, lack of interest or perceived benefit, and lack of awareness of CME opportunities. 130 Maintaining current knowledge of oncology care is even more challenging, with 30 new cancer drugs, 45 new adjunct therapies, and 1 biosimilar being approved in 2020 alone.…”

Concluding Commentary: A Call for evidence in CPD and Lifelong Learning

“…As such, these activities and habits should be encouraged, supported, and promoted within institutional culture and health systems in general". (Babenko O, Ding M, Koppula S, 2019) Wu and associates suggested that training to upskill feedback giving is a feasible strategy to increase receptiveness of participants to peers' feedback and activate participants' motivation to make the immediate and continuous behavior changes on giving behavior-specific peer-feedback on holistic-care. (Wu S, Yang Y, Shulruf B, Yang L, et al, 2019) Yuan and associates' study "indicated that FAIMER's faculty development program had a positive influence in advancing several aspects in health professions continuing education.…”

“…As such, these activities and habits should be encouraged, supported, and promoted within institutional culture and health systems in general”. ( Babenko O, Ding M, Koppula S, 2019 )…”