Dr. MacNeill: Faculty Lead, Educational Technologies, Continuing Professional Development, Temerty Faculty of Medicine; Associate Professor, Department of Medicine, University of Toronto, Toronto. Canada. Dr. Paton: Education Research Coordinator, Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Schneeweiss: Continuing Professional Development, Temerty Faculty of Medicine; Department of Paediatrics, University of Toronto, Toronto, Canada. Dr. Wiljer: Academic Director, Continuing Professional Development, Temerty Faculty of Medicine; Professor, Department of Psychiatry, Temerty Faculty of Medicine and the Institute for Health Policy Management and Evaluation, University of Toronto, Toronto, Canada; Executive Director, Digital, Education Technology Innovation, University Health Network.
J Contin Educ Health Prof. 2024;44(2):147-150. doi: 10.1097/CEH.0000000000000512. Epub 2023 May 17.
COVID-19 precipitated many CPD providers to develop new technology competencies to create effective online CPD. This study aims to improve our understanding of CPD providers' comfort level, supports, perceived advantages/disadvantages, and issues in technology-enhanced CPD delivery during COVID-19. A survey was distributed to CPD providers at the University of Toronto and members of the Society for Academic Continuing Medical Education and analyzed using descriptive statistics. Of the 111 respondents, 81% felt very to somewhat confident to provide online CPD, but less than half reported IT, financial, or faculty development supports. The top reported advantage to online CPD delivery was reaching a new demographic; top disadvantages included videoconferencing fatigue, social isolation, and competing priorities. There was interest in using less frequently used educational technology such as online collaboration tools, virtual patients, and augmented/virtual reality. COVID-19 precipitated an increased comfort level in using synchronous technologies to provide CPD, giving the CPD community an increased cultural acceptance and skill level to build on. As we move beyond the pandemic, it will be important to consider ongoing faculty development, particularly toward asynchronous and HyFlex delivery methods to continue expand CPD reach and negate negative online experiences such as videoconferencing fatigue, social isolation, and online distractions.
COVID-19 促使许多继续医学教育（CPD）提供者发展新技术能力，以创建有效的在线 CPD。本研究旨在更好地了解 CPD 提供者在 COVID-19 期间在技术增强型 CPD 交付方面的舒适度、支持、感知到的优势/劣势和问题。向多伦多大学的 CPD 提供者和学术继续医学教育学会的成员分发了一份调查，并使用描述性统计进行了分析。在 111 名受访者中，81%的人表示非常有信心或有些信心能够提供在线 CPD，但不到一半的人报告了 IT、财务或教师发展支持。在线 CPD 交付的最大优势是可以接触到新的受众群体；最大的劣势包括视频会议疲劳、社交孤立和优先级冲突。人们对使用不太常用的教育技术（如在线协作工具、虚拟患者和增强/虚拟现实）感兴趣。COVID-19 提高了使用同步技术提供 CPD 的舒适度，使 CPD 社区在文化接受度和技能水平上都有所提高，可以在此基础上继续发展。随着我们走出大流行，重要的是要考虑持续的教师发展，特别是针对异步和混合交付方法，以继续扩大 CPD 的覆盖范围，并消除视频会议疲劳、社交孤立和在线干扰等负面在线体验。
