This document summarizes key findings from three recent data sets about clinician learning:
1) Clinicians are increasingly using social media like Twitter (37%) and private networks (51%) for lifelong learning, and 60% believe it can improve patient care.
2) There is a trend away from live CME meetings and toward online CME and virtual courses. 53% of clinicians expect their online CME participation to increase in the next year.
3) Interviews found clinicians have four natural learning actions - note taking (85% are note-takers), reminders, searching for information, and learning socially. However, current learning environments do not adequately support these actions.
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New Data on Clinician Learning: What does it mean for your CME Programs
1. New Data on Clinician Learning:
What does it mean for your programs
Brian S. McGowan, PhD
Co-Founder & Chief Learning Officer
brian@ArcheMedX.com
Jeremy C. Lundberg, MSSW
CEO of EthosCE and Moderator
jlundberg@dlc-solutions.com
2. 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
3. Act One:
Clinician learning and social media
How are clinicians leveraging new media
in meaningful ways to support their
lifelong learning?
3
4. 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
5. 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
6. 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
7. 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/
8. 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%
http://www.jmir.org/2012/5/e117/
9. 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
http://www.jmir.org/2012/5/e117/
33%
33%
47%
20%
Neutral
40%
33%
60%
80%
Essential use of time
100%
10. 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
http://www.jmir.org/2012/5/e117/
32%
40%
Neutral
31%
60%
High quality
80%
100%
11. 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
http://www.jmir.org/2012/5/e117/
6%
100%
12. Act Two:
Clinician learning and
preferences for CME
What trends exist in how clinicians expect to
participate in CME in 2014?
13
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
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
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…
http://www.jmir.org/2012/5/e117/
16. 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
21. But in a broader sense clinicians seem to feel
underwhelmed by CME and other practice support tools
22
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
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
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
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
26. Problem: While educational planners are
increasingly leveraging adult learning theory
into their planning, they continue to assume
learners know how to learn…
http://www.jmir.org/2012/5/e117/
27. 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
http://www.jmir.org/2012/5/e117/
28. 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
29. Natural Learning Actions: Note Taking
4 Natural Learning Actions
Note Taking
Reminders
Learning
Search
ArcheMedX Blog: http://bit.ly/XKJUpt
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
30. Natural Learning Actions: Reminders
4 Natural Learning Actions
Note Taking
Reminders
Learning
Search
ArcheMedX Blog: http://bit.ly/XKJUpt
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
31. Natural Learning Actions: Search
4 Natural Learning Actions
Note Taking
Reminders
Learning
Search
ArcheMedX Blog: http://bit.ly/XKJUpt
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
32. Natural Learning Actions: Social
4 Natural Learning Actions
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.
ArcheMedX Blog: http://bit.ly/XKJUpt
33
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
Hinweis der Redaktion
{"9":"Title: Physician Adoption and Use of Social Media to Share Medical Knowledge with Other Physicians\nAuthors: Molly Wasko, PhD; Bryan Vartabedian, MD, FAAP; Robert S. Miller, MD, FACP; Desirae Freiherr, MS; Debi Susalka; Mazi Abdolrasulnia, PhD†; and Brian S. McGowan, PhD†\n† Dr. McGowan and Dr. Abdolrasulnia share senior author responsibilities\nBackground: Recent advances in information and communication technologies (ICTs), especially Web 2.0 technologies, have significantly expanded the ways in which physicians can share medical knowledge with one another. With the growing demand for more meaningful use of IT in healthcare, more research is needed on physician adoption and use of ICTs as collaborative tools to synthesize, share and contribute knowledge.\nObjectives: The objectives of this research were to (1) study the adoption and use of 13 of the most commonly used ICT applications to share medical knowledge with other physicians (texting, email, podcasting, blogs, wikis, RSS feeds, cell phone apps, iTunes, Facebook, LinkedIn, Twitter, YouTube and restricted online communities (e.g. SERMO)); (2) compare the number of users who claim that they “Will Never Use” these ICTs with the number of users that are “Current Users”; and (3) examine whether there are important differences between two physician practices: oncologists and primary care physicians (PCPs).\nMethods: We surveyed 491* practicing clinicians across the United States: 191 oncologists and 300 PCPs. The survey was designed to capture data about the distribution of physicians currently using the different types of technologies and to assess physicians’ intentions to adopt the technologies by non-users. The percentage of physicians across the categories were assessed (not aware of this application, will never use, unlikely to use within 3 months, not sure, likely to use within 3 months, very likely to use within 3 months, and current user). Comparisons across technologies, and between oncologists and PCPs were examined.\nResults: A total of 491 (27%) of 1800 eligible participants responded. Respondents were least likely to be aware of RSS feeds (22%) and LinkedIn (14.3%). Email is the most widely used (70.5%), followed by restricted online communities (51.5%), texting (39.5%) and cell phone apps (35.6%). The technologies with the lowest percentage of adoption were RSS feeds (5.5%), Twitter (6.7%), LinkedIn (10.4%) and blogs (10.6%). In terms of non-adoption, physicians responded that they will never adopt Twitter (32.6%), Facebook (21%), blogs (21%) and YouTube (20.8%). Only 1% of physicians claim they will never use email. Restricted online communities, such as SERMO, have widespread awareness and usage among physicians. In comparing oncologists with PCPs, overall, PCPs were less likely to be non-adopters across all technologies. Oncologists who have already adopted the technology were more likely than PCPs to adopt email, podcasting, texting, restricted online communities, RSS feeds and cell phone apps. PCPs were more likely to have adopted YouTube, Twitter, LinkedIn, iTunes, Wikis, Facebook and blogs. \nThis suggests that PCPs have been earlier adopters of social media technologies, while oncologists have been earlier adopters of more traditional, uni-directional communication technologies. While Twitter adoption was lowest and had the highest physician skepticism, the 6.7% adoption rate is not that different from the current percentage of US adults who have adopted Twitter (8.7%). \nConclusions: \nPhysician adoption of different ICTs varies widely and appears to covary with type of practice, with PCPs being more open to new technologies in general, and more likely to use technologies typically referred to as “social media.” Oncologists were more skeptical adopters overall, but were more likely to have adopted technologies used for knowledge dissemination/broadcasting over sharing/collaboration. These technologies have received wider adoption (more users than non-adopters) than social media technologies overall. Healthcare IT systems that incorporate technologies such as email, restricted online communities, cell phone apps, iTunes and wikis may have wider adoption by physicians.\nPCPs are less likely to be technology skeptics. Overall, fewer PCPs reported that they would never adopt a technology than oncologists across all technologies.\nHowever, oncologists who have already adopted the technology were more likely than PCPs to adopt email, podcasting, texting, restricted online communities, RSS feeds and cell phone apps.\nPCPs were more likely to have adopted YouTube, Twitter, LinkedIn, iTunes, Wikis, Facebook and blogs, indicating that PCPs have been earlier adopters of social media technologies, while oncologists have been earlier adopters of more traditional, uni-directional communication technologies.\nAlthough Twitter ranked the lowest in terms of adoption, at an overall adoption rate of 6.7% of respondents indicating current users, this is not that much different from the US adult population, which at the time of this study was approximately 8.7%.\nThis study was supported by Pfizer, Inc.\n*Note: 491 respondents included 6 respondents who were classified as “other” based on degree. The “other” category included 5 respondents in the oncology sample and one respondent in the PCP sample.\n"}