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, PhD
Co-Founder & Chief Learning Officer
(direct) 267-603-2510 or
brian@ArcheMedX.com

Today: A Story with Three Acts
Review three recent data sets that shed light
on how clinicians learn
1.
2.
3.

Clinician learning and social media
Clinician learning and preferences for CME
Clinician learning and the natural learning actions

Explore through interview and Q & A how
these data may impact your educational
programs
2

Act One:

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

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 idea
5

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 idea
6

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?

Primary Care Physicians

18%

Oncologists

49%

22%

All respondents

45%

20%

0%

Waste of time


33%

33%

47%

20%

Neutral

40%

33%

60%

80%

Essential use of time

100%

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

17%

Oncologists

20%

All respondents

50%

18%

0%

52%

28%

51%

20%

Low quality


32%

40%

Neutral

31%

60%

High quality

80%

100%

Physicians believe learning through
social media improves their patient care
Using Social Media helps improve
the quality of my patient care
Using Social Media enables me
to care for patients more effectively

7% 8% 6%

17%

6% 11% 5%

Using Social Media increases
my job productivity

7%

Using Social Media improves
my job performance

7% 9%

6% 11%

17%

9%

8%

Using Social Media enables me to
accomplish job tasks more effectively

13%

0%

29%

28%

11%

20%

22%

23%

20%

18%
40%

22%

19%

24%

26%
60%

10%

10%

20%

23%

7%

24%

7%

80%

Strongly Disagree

Disagree

Somewhat Disagree

Neither Agree or Disagree

Somewhat Agree

Agree

Strongly Agree


6%

100%

Act Two:

Clinician learning and
preferences for CME
What trends exist in how clinicians expect to
participate in CME in 2014?

13

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
5.I

of the above

have no idea
14

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 idea
15

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 Elseviersponsored 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
In the coming year what changes do you expect as it relates to your
participation in medical education? (N=801)
70%
60%

More

60%

Less

57%

56%

50%

Same

53%
47%

40%

44%
41%

41%
38%

40%

30%
25%

20%

22%

21%
16%

14%

10%
3%

11%

9%

0%
Traditional Online Online virtual courses Local CME meetings
CME (cases, videos, (prolonged, cohortwebinars, etc.)
based learning)

National CME
meetings

International CME Mobile CME activities
meetings
(using smart phones
or tablets)

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
On a scale of 1-10 (1 = wholly ineffective, 10 = wholly effective) please
describe how effective you find each of the following. (N=801)
7.50
7.30
7.10
6.90
6.70
6.50

CME meetings

Online CME

Broad guideline Practice support
Patient
Team-based
dissemination
tools
education tools
care
efforts
(coordination)
tools

But in a broader sense clinicians seem to feel
underwhelmed by CME and other practice support 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)
10
9
8
7
6
5
4
3
2
1
0

CME meetings

Online CME

Broad guideline
Practice
Patient
Team-based
dissemination support tools education tools
care
efforts
(coordination)
tools
22

Act Three:

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

No ‘right’
answer

4.D
5.F

24

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 idea
25

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

No ‘right’
answer

4.D
5.F
26

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

4 Natural Learning Actions

Note Taking

Reminders

Learning
Search

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

Social

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’
29

Natural Learning Actions: Note Taking

Note Taking

Reminders

Learning
Search


Social

85% of clinician
leaners selfidentified as notetakers.
Clinicians struggle to
overcome a jerryrigged system of
notebooks, index
cards, post-its, and
spare paper/pads.
30

Natural Learning Actions: Reminders

Note Taking

Reminders

Learning
Search


Social

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 reexposure and
reflection
31

Natural Learning Actions: Search

Note Taking

Reminders

Learning
Search


Social

Clinician learners
constantly raise new
questions as they
engage with the
primary lesson
content.
Searching for new
information is
distracting given
current learning
environments.
32

Natural Learning Actions: Social

Note Taking

Reminders

Learning
Search

Social

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.


33

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
brian@ArcheMedX.com

Questions and Answers

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

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