Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation

Abstract

BackgroundJunior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors’ perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency.MethodFocus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis.ResultsData were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.ConclusionsIt is important to ensure that learners are willing to engage with mandatory TEL, and that they have the time and motivation to do so. It is also important to ensure that learners have a positive user experience and that in designing TEL individual differences in learning styles and needs are taken into account. These findings have implications for educators and system developers in the construction and design of mandatory eLearning programmes.

Digital Learning to Improve Safe and Effective Prescribing: A Systematic Review

“…The database search yielded 2,110 records, 125 of which were eligible on the basis of title and abstract. Fifty‐nine full‐text articles were eligible for inclusion . Six additional articles were identified from the previously used database, making a total of 65 articles.…”

“…Table shows the characteristics of the digital teaching interventions. Most ( N = 55; 85%) articles described the use of (online) e‐learning, 11(20%) of which described e‐learning combined with traditional classroom teaching, making the intervention blended learning . Eight articles (15%) combined e‐learning with some sort of digital communication channel, such as Web forums or chatrooms for interaction with peers and teachers .…”

“…Nine articles (14%) described more unique learning interventions: gamified e‐learning, a text‐based virtual patient, an augmented reality virtual patient, e‐learning with email case discussions, a wiki‐like student drug formulary, a drug‐dosage simulator, a digital drug repository, and informative podcasts . Fifty‐one percent of interventions were aimed at postgraduate physicians, 25% were aimed at nonmedical prescribers (all of whom were nurses), 20% at medical students, and 11% at pharmacy students . Nine postgraduate courses (14%) were aimed at prescribers from more than one background; one was an undergraduate course (the Australian National Prescribing Curriculum) .…”

“…Ten articles (15%) had a descriptive design, 11 (17%) a qualitative design, and 44 (68%) a quantitative design . Twenty‐six of the quantitative articles (59%) used a randomized or nonrandomized trial design; the remaining 18 articles (41%) either used no control or compared one group before and after the intervention .…”

“…Twenty‐one articles reported the reaction of participants, mostly assessed using 5‐point Likert scales or open questions . All results were positive, but no structural differences between DLRs and traditional teaching methods were identified.…”