On-site to on-line: Barriers to the use of computers for continuing education

Mamary, Edward M.; Charles, Patricia

doi:10.1002/chp.1340200306

Cited by 64 publications

(56 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contrast, researchers in medicine 15 and nursing 6,24 showed that both a lack of self-confidence and time away from family were often reported as major barriers. The uniqueness of these professions may explain the different perceptions regarding these barriers to formal CE; each profession requires unique knowledge and skills.…”

Section: Barriers To Athletic Training Ce Activitiesmentioning

confidence: 98%

“…We should also recognize that other informal CE activities, such as professional networking and reading professional journals, can be preferred by ATs and other health professionals. 4,7,[12][13][14][15][16][17][18] These informal CE activities are completed and valued because they are more holistic and individualized to meet a practitioner's learning needs than is formal CE. 6 In addition to CE preferences, the barriers that prevent practitioners from participating in CE also must be appreciated.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

Armstrong

Weidner

2011

Journal of Athletic Training

View full text Add to dashboard Cite

Context:Our previous research determined the frequency of participation and perceived effect of formal and informal continuing education (CE) activities. However, actual preferences for and barriers to CE must be characterized.Objective: To determine the types of formal and informal CE activities preferred by athletic trainers (ATs) and barriers to their participation in these activities.Design: Cross-sectional study. Setting: Athletic training practice settings. Patients or Other Participants:Of a geographically stratified random sample of 1000 ATs, 427 ATs (42.7%) completed the survey.Main Outcome Measure(s): As part of a larger study, the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) was developed and administered electronically. The FIATCEA consists of demographic characteristics and Likert scale items (1 = strongly disagree, 5 = strongly agree) about preferred CE activities and barriers to these activities. Internal consistency of survey items, as determined by Cronbach α, was 0.638 for preferred CE activities and 0.860 for barriers to these activities. Descriptive statistics were computed for all items. Differences between respondent demographic characteristics and preferred CE activities and barriers to these activities were determined via analysis of variance and dependent t tests. The α level was set at .05.Results: Hands-on clinical workshops and professional networking were the preferred formal and informal CE activities, respectively. The most frequently reported barriers to formal CE were the cost of attending and travel distance, whereas the most frequently reported barriers to informal CE were personal and job-specific factors. Differences were noted between both the cost of CE and travel distance to CE and all other barriers to CE participation (F 1,411 = 233.54, P < .001).Conclusions: Overall, ATs preferred formal CE activities. The same barriers (eg, cost, travel distance) to formal CE appeared to be universal to all ATs. Informal CE was highly valued by ATs because it could be individualized.Key Words: professional development, online learning, networking, informal continuing education Key Points• In general, athletic trainers favored formal continuing education activities, particularly hands-on workshops and online offerings, over informal activities. Common barriers to formal continuing education were cost and travel distance.• However, informal continuing education activities, including networking, reading professional journals, teaching athletic training classes, and pursuing fellowships and other clinical experiences, were also considered valuable.• Athletic trainers must understand their learning needs, preferences, and perceived barriers. Continuing education providers must offer opportunities that are both versatile and realistic.C ontinuing education (CE) for athletic trainers (ATs) consists of educational activities that maintain or develop the knowledge, skills, performance, and professional relationships needed to provide high-quality pat...

show abstract

Section: Barriers To Athletic Training Ce Activitiesmentioning

confidence: 98%

mentioning

confidence: 99%

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

Armstrong

Weidner

2011

Journal of Athletic Training

View full text Add to dashboard Cite

show abstract

“…Online and other interactive multimedia CE activities are growing in popularity in other health care fields as well. [21][22][23][24][25][26][27][28] The flexibility of online CE activities is ideal for ATs, who can complete them according to their specific learning needs whenever, wherever, and however they choose.…”

Section: Participation In Formal Ce Activitiesmentioning

confidence: 99%

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Armstrong

Weidner

2010

Journal of Athletic Training

View full text Add to dashboard Cite

Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice.Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself.Design: Cross-sectional study. Setting: Athletic training practice settings.Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey.Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach a (a 5 0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The a level was set at .05.Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification-approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge.Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.Key Words: athletic trainers, professional advancement, lifelong learning Key Points N Athletic trainers engaged in both formal and informal continuing education activities to improve their knowledge, clinical skills or abilities, attitudes toward patient care, and patient care itself.N Athletic trainers participated in informal continuing education more often than in formal continuing education and preferred shorter-duration activities.N Formal continuing education was perceived to improve knowledge more than informal continuing education did, although the latter was perceived to improve clinical skills or abilities and to improve attitudes toward patient care more than the former. Both types were believed to improve patient care.

show abstract

“…Another Australian study shows that the local general practitioners' main barriers to CME were lack of time and loss of income [18]. Mamary and Charles, on the other hand, have investigated barriers to the use of computers for continuing education [19]. Their study results show that the most frequently reported reason for not using the computer for continuous education was a lack of computer skills and a lack of knowledge about how to use the Internet.…”

Section: Introductionmentioning

confidence: 99%

Barriers to Practicing Continuous Medical Education among Primary Health Care Physicians in Alahsa, Kingdom of Saudi Arabia

Al-Hejji¹,

Alramadan²

2015

J Health Edu Res Dev

View full text Add to dashboard Cite

Objectives: To identify barriers to the practice of continuous medical education (CME) by primary health care physicians in Alahsa region, Saudi Arabia. Methods:In this analytic cross-sectional study, 121 participants answered a self-administered questionnaire which measures the level of practice of CME and the prevalence of a number of factors that affect CME practice. The prevalence of the factors that affect CME practice was compared between those who practice CME frequently and those who do not, using appropriate statistical methods.Results: 93 participants (76.9%) practice CME frequently and 28 participants (23.1%) practice CME rarely/never. The factors that have impact on CME practice include the physician's qualification (p-value 0.03), medical knowledge (p-value<0.001), satisfaction with available CME methods (p-value<0.001), CME method preference (pvalue 0.021), belief that group CME activities are provided with poor teaching technique (p-value 0.011), patient load (p-value<0.001) and job satisfaction (p-value 0.014). Conclusion:The most important barriers to practicing CME include lack of post-graduate education, dissatisfaction with the medical information, dissatisfaction with available CME methods, preference for self-taught CME, group CME activities with poor teaching technique, low patient load and job dissatisfaction. The Ministry of health and the Saudi Commission for Health Specialties should work on those factors to improve the practice of continuous medical education by primary health care physicians.

show abstract

On-site to on-line: Barriers to the use of computers for continuing education

Abstract: Program planners may wish to offer training in new technologies during on-site conferences, provide CD-ROMs as take-home instructional materials, or promote technology awareness in other ways to help clinicians prepare for changes in the electronic delivery of health care and education.

Cited by 64 publications

References 6 publications

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

Preferences for and Barriers to Formal and Informal Athletic Training Continuing Education Activities

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Barriers to Practicing Continuous Medical Education among Primary Health Care Physicians in Alahsa, Kingdom of Saudi Arabia

Contact Info

Product

Resources

About