New Data on Clinician Learning: What does it mean for your CME Programs

New Data on Clinician Learning:What does it mean for your programs

Brian S. McGowan, PhDCo-Founder & Chief Learning Officer

[email protected]

Jeremy C. Lundberg, MSSW CEO of EthosCE and Moderator

[email protected]

Today: A Story with Three Acts

Review three recent data sets that shed light on how clinicians learn1. Clinician learning and social media2. Clinician learning and preferences for CME3. Clinician learning and the natural learning

actions

Explore through interview and Q & A how these data may impact your educational programs

2

Clinician learning and social media

How are clinicians leveraging new media in meaningful ways to

support their lifelong learning?

3

Act One:

Question #1

What percentage of docs are using Twitter as a lifelong learning platform?

1.7%

2.17%

3.37%

4.57%

5.I have no idea4

Act One:

Question #2

What percentage of docs are using restricted online networks as a lifelong learning platform?

1.1%

2.21%

3.51%

4.71%

5.I have no idea5

Question #3

What percentage of physicians believe learning through social media could improve the quality of the care they provide?

1.10%

2.20%

3.40%

4.60%

5.I have no idea6

Problem: Despite all the recent buzz around the emergence of social media in healthcare, we have little definitive data on ‘meaningful use’ of social media by healthcare professionals…

http://www.jmir.org/2012/5/e117/

Methods

IRB-approved survey:• Developed using theoretical framework, previous

literature, and input from advisory board. Surveys were pilot tested using cognitive interview process prior to implementation

Distribution:• Surveys were distributed by email to a random selected

sample of US oncologists and primary care physicians.

Target groups and sample size:• US Oncologists (n=186) & US Primary Care Physicians

(n=299)

Response Rate:• 485 responses were analyzed for a response rate = 27%


Is learning through social media a waste of time or an essential use of time?

20%

22%

18%

47%

45%

49%

33%

33%

33%

0% 20% 40% 60% 80% 100%

All respondents

Oncologists

Primary Care Physicians

Waste of time Neutral Essential use of time


Is social media a source of low quality or high quality information?

18%

20%

17%

51%

52%

50%

31%

28%

32%

0% 20% 40% 60% 80% 100%

All respondents

Oncologists

Primary Care Physicians

Low quality Neutral High quality


Physicians believe learning through social media improves their patient care

6%

7%

7%

6%

7%

11%

9%

13%

11%

8%

8%

9%

11%

5%

6%

18%

20%

23%

17%

17%

26%

24%

19%

28%

29%

24%

23%

20%

22%

22%

7%

7%

6%

10%

10%

0% 20% 40% 60% 80% 100%

Using Social Media enables me toaccomplish job tasks more effectively

Using Social Media improvesmy job performance

Using Social Media increasesmy job productivity

Using Social Media enables meto care for patients more effectively

Using Social Media helps improvethe quality of my patient care

Strongly Disagree Disagree Somewhat Disagree

Neither Agree or Disagree Somewhat Agree Agree

Strongly Agree


Clinician learning and preferences for CME

What trends exist in how clinicians expect to participate in CME in 2014?

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Act Two:

Question #4

What are the basic trends in clinician CME preferences?

1.A trend away from live CME Meetings

2.A trend towards (traditional) Online CME

3.A trend towards Online Virtual Course

4.All of the above

5.I have no idea

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Act Two:

Question #5

What percentage of clinicians believe their participation with online CME will decrease on the next 12 months?

1.3%

2.13%

3.33%

4.53%

5.I have no idea15

Problem: Educational designs must include a rationale for delivering content in ways that learners prefer, but we have little comparative evidence to support these planning decisions…


Methods

Needs Assessment Surveys:• In partnership with AcademicCME, a series of surveys were distributed to a nearly 10,000 subscribers to Elsevier Journals and past participants of Elsevier-sponsored CE activities

• Each survey targeted a unique audience of learners• A core set of questions was carried across all surveys and all audiences

• Participation in the surveys was incentivized by Elsevier

Sample Size• 801 responses were received across more than a dozen specialties and healthcare professions

Increasing Demand Among Clinicians for Online Learning and Virtual Courses

These trends persist regardless of specialty…

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These trends persist regardless of practice location

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Clinicians view live meetings and online CME as distinctly effective

But in a broader sense clinicians seem to feel underwhelmed by CME and other practice support tools

22

Clinician learning and the natural learning

actionsHave we simplified the process of learning

such that clinicians can efficiently and effectively learn?

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Act Three:

Question #6

When it comes to the learning overall, what grade would you give your learners?

1.A

2.B

3.C

4.D

5.F24

Act Three:

No ‘right’ answer

Question #7

When it comes to participating in CME, what percentage of physicians identify as 'notetakers'?

1.15%

2.45%

3.65%

4.85%

5.I have no idea25

Question #8

What grade would you give yourself when it comes to reflecting and re-exposing yourself to your own learning notes?

1.A

2.B

3.C

4.D

5.F

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No ‘right’ answer

Problem: While educational planners are increasingly leveraging adult learning theory into their planning, they continue to assume learners know how to learn…


Methods

Semi-structured interviews• More than 200 interview were conducted with clinicians,

medical educators, residents, and medical students

Interview model• A scenario was designed to understand the process of learning as

it relates to engaging with new ideas or practices within the context of a CME activity

• Subjects were asked what actions they take in response to new ideas or practices and how they ensure that this new information was transferred to extend their knowledge or impact their practice

Qualitative research analyses and conclusions• As themes emerged the interview model was refined and

eventually future interviews were used to validate the original themes


Emergence of The Natural Learning Actions

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Four basic learning actions were uncovered

Clinician learners acknowledged that learning experiences that failed to support these learning actions were ‘hit or miss at best’

ArcheMedX Blog: http://bit.ly/XKJUpt

4 Natural Learning Actions

Note Taking Reminders

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Learning

Natural Learning Actions: Note Taking

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85% of clinician leaners self-identified as note-takers.

Clinicians struggle to overcome a jerry-rigged system of notebooks, index cards, post-its, and spare paper/pads. ArcheMedX Blog: http://bit.ly/XKJUpt



Search Social

Learning

Natural Learning Actions: Reminders

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Clinician learners acknowledged that an inability to reflect on notes and lessons undermines their ability to learn and take action

They lack a simplified system for re-exposure and reflection




Search Social

Learning

Natural Learning Actions: Search

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Clinician learners constantly raise new questions as they engage with the primary lesson content.

Searching for new information is distracting given current learning environments.




Search Social

Learning

Natural Learning Actions: Social

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While engaging with content learners look to others to not only ask questions, but to validate their own learning actions (how/when they take notes, set reminders, and search).

This is a subtle new form of social learning.




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Learning

New Data on Clinician Learning:

What’s it mean for your programs

By:Brian S. McGowan, PhD

Co-Founder & Chief Learning Officer(direct) 267-603-2510 or [email protected]

Questions and Answers