new clinician learning data what does it mean for your medical education programs - final 102413

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

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

(direct) 267-603-2510 or

[email protected]

Today: A Story with Three Acts

Review three recent data sets that shed light on how clinicians learn

1. Clinician learning and social media

2. Clinician learning and preferences for CME

3. 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 idea

4

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%


Physician adoption and use of social media to

support their lifelong learning is varied


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

14

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

41%38%

25%22%

11%

40%

56%53%

60%

57%

47%44%

3% 9%

14%

21%

41%

16%

0%

10%

20%

30%

40%

50%

60%

70%

Traditional Online

CME (cases, videos,

webinars, etc.)

Online virtual courses

(prolonged, cohort-

based learning)

Local CME meetings National CME

meetings

International CME

meetings

Mobile CME activities

(using smart phones

or tablets)

In the coming year what changes do you expect as it relates to your

participation in medical education? (N=801)

More Same Less

These trends persist regardless of specialty…

19

These trends persist regardless of practice location

20

Clinicians view live meetings and

online CME as distinctly effective

6.50

6.70

6.90

7.10

7.30

7.50

CME meetings Online CME Broad guideline

dissemination

efforts

Practice support

tools

Patient

education tools

Team-based

care

(coordination)

tools

On a scale of 1-10 (1 = wholly ineffective, 10 = wholly effective) please

describe how effective you find each of the following. (N=801)

But in a broader sense clinicians seem to feel

underwhelmed by CME and other practice support tools

22

0

1

2

3

4

5

6

7

8

9

10

CME meetings Online CME Broad guideline

dissemination

efforts

Practice

support tools

Patient

education tools

Team-based

care

(coordination)

tools

On a scale of 1-10 (1 = wholly ineffective, 10 = wholly effective) please

describe how effective you find each of the following. (N=801)

Clinician learning and

the natural learning actions

Have we simplified the process of learning such that clinicians can efficiently and effectively learn?

23

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.F

24

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.F26

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

Search Social

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.




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.




Search Social

Learning

New Data on

Clinician Learning:What’s it mean for your

programs

By:

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

(direct) 267-603-2510 or

[email protected]

Questions and Answers

new clinician learning data what does it mean for your medical education programs - final 102413

Education

chief learning

note taking

natural learning

lifelong learning

primary care

clinician

learning actions

lifelong learning