Wiljer David, Tavares Walter, Mylopoulos Maria, Campbell Craig, Charow Rebecca, Davis Dave, Okrainec Allan, Silver Ivan, Sockalingam Sanjeev
Dr. Wiljer: Executive Director, Education Technology and Innovation, UHN Digital, University Health Network, Toronto, Ontario, Canada, and Associate Professor, Institute of Health Policy, Management and Evaluation, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Tavares: Scientist and Assistant Professor, Wilson Centre, University Health Network, Toronto, Ontario, Canada, and Post-MD Education, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada, and York Region Paramedic and Senior Services, Regional Municipality of York, Community and Health Services Department, Newmarket, Ontario, Canada. Dr. Mylopoulos: Scientist & Associate Director, Wilson Centre, University Health Network, Toronto, Ontario, Canada, and Associate Professor, Department of Paediatrics, University of Toronto; Curriculum Scientist, MD Program and Medical Psychiatry Alliance (MPA), Toronto, Ontario, Canada. Dr. Campbell: Principal Senior Advisor, Competency-based Continuing Professional Development, Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada, and Associate Professor, Faculty of Medicine, University of Ottawa, Ontario, Canada. Ms. Charow: Research Analyst, Education Technology and Innovation and Cancer Health Literacy Centre, University Health Network, Toronto, Ontario, Canada. Dr. Davis: Professor Emeritus, University of Toronto, Toronto, Ontario, Canada, and Visiting Professor, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai HealthCare City, Dubai, UAE. Dr. Okrainec: Head of the Division of General Survey, Director of the Temerty/Chang Telesimulation Centre, University Health Network, Toronto, Ontario, Canada, and Associate Professor, Department of Surgery, University of Toronto, Toronto, Ontario, Canada. Dr. Silver: Former Vice President of Education, Centre for Addiction and Mental Health; Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Sockalingam: Vice President of Education, Centre for Addiction and Mental Health, Centre of Mental Health, University Health Network, Toronto, Ontario, Canada, and Associate Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada.
J Contin Educ Health Prof. 2018 Fall;38(4):293-298. doi: 10.1097/CEH.0000000000000223.
Continuing professional development (CPD) can support delivery of high-quality care, but may not be optimized until we can understand cultural barriers and facilitators, especially as innovations emerge. Lifelong learning (LLL), linked with quality improvement, competence, and professionalism, is a core competency in medical education. The purpose of this study is to examine cultural factors (individual, organizational, and systemic) that influence CPD and specifically the use of clinical data to inform LLL and CPD activities. This mixed-method study will examine the perceptions of two learner groups (psychiatrists and general surgeons) in three phases: (1) a survey to understand the relationship between data-informed learning and orientation to LLL; (2) semistructured interviews using purposive and maximum variation sampling techniques to identify individual-, organizational-, and system-level barriers and facilitators to engaging in data-informed LLL to support practice change; and (3) a document analysis of legislation, policies, and procedures related to the access and the use of clinical data for performance improvement in CPD. We obtained research ethics approval from the University Health Network in Toronto, Ontario, Canada. By exploring two distinct learner groups, we will identify contextual features that may inform what educators should consider when conceptualizing and designing CPD activities and what initial actions need to be taken before CPD activities can be optimized. This study will lead to the development of a framework reflective of barriers and facilitators that can be implemented when planning to use data in CPD activities to support data adoption for LLL.
持续专业发展（CPD）有助于提供高质量的医疗服务，但在我们理解文化障碍和促进因素之前，它可能无法得到优化，尤其是在创新不断涌现的情况下。与质量改进、能力和专业精神相关的终身学习（LLL）是医学教育的一项核心能力。本研究的目的是考察影响持续专业发展的文化因素（个人、组织和系统层面），特别是考察如何利用临床数据为终身学习和持续专业发展活动提供信息。这项混合方法研究将分三个阶段考察两个学习者群体（精神科医生和普通外科医生）的看法：（1）一项调查，以了解数据驱动学习与终身学习倾向之间的关系；（2）采用目的抽样和最大变异抽样技术进行半结构化访谈，以确定个人、组织和系统层面在参与数据驱动的终身学习以支持实践变革方面的障碍和促进因素；（3）对与获取和使用临床数据以改进持续专业发展绩效相关的立法、政策和程序进行文件分析。我们获得了加拿大安大略省多伦多大学健康网络的研究伦理批准。通过探索两个不同的学习者群体，我们将确定一些背景特征，这些特征可以为教育工作者在构思和设计持续专业发展活动时应考虑的因素以及在优化持续专业发展活动之前需要采取的初步行动提供参考。本研究将促成一个反映障碍和促进因素的框架的制定，该框架可在计划将数据用于持续专业发展活动以支持终身学习的数据采用时实施。
