Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, England.
Ethnicity and Health Unit, Imperial College London, London, England.
BMC Health Serv Res. 2024 Sep 28;24(1):1144. doi: 10.1186/s12913-024-11590-z.
During the COVID-19 pandemic in the United Kingdom, multiple aspects of everyday human existence were disrupted. In contrast, almost all levels of educational learning continued, albeit with modifications, including adaptation to virtual-or online-classroom experiences. This pedagogic transition also occurred in the National Institute of Health and Care Research Applied Research Collaboration Northwest London's (NIHR ARC NWL) Improvement Leader Fellowship, an annual programme focusing on quality improvement (QI). This qualitative study aimed to understand how these changes impacted the Fellows' learning experience.
We explored the experiences of two cohorts of programme Fellows (n = 18, 2020-2021 and n = 15, 2021-2022) with focus groups, analysed under a constructivist qualitative research paradigm.
The two primary and four sub-themes that emerged were: Online QI learning experience (benefits and challenges) and Implementing online QI learning (facilitators and barriers). While benefits had three further sub-themes (i.e., digital flexibility, connection between learners, and respite from impact of COVID-19), challenges had four (i.e., lack of interaction, technological challenges and digital exclusion, human dimension, and digital fatigue). While the facilitators had three sub-themes (i.e., mutual and programmatic support, online resource access, and personal resilience), barriers had one (i.e., preventing implementation and lack of protected time).
Despite challenges to in-person ways of working, online learning generally worked for action-orientated QI learning, but changes are needed to ensure the effectiveness of future use of virtual learning for QI. Understanding the challenges of the translation of learning into action is crucial for implementation learning, gaining insight into how improvement Fellows navigated this translation when learning remotely and implementing directly in their workplace is key to understanding the evolving nature of implementation over the pandemic years and beyond.
在英国 COVID-19 大流行期间，人类日常生活的多个方面都受到了干扰。相比之下，几乎所有教育学习层面都在继续，尽管有所调整，包括适应虚拟或在线课堂体验。这种教学模式的转变也发生在国家卫生与保健研究应用研究合作组织西北伦敦（NIHR ARC NWL）改进领导者奖学金项目中，该项目是一个专注于质量改进（QI）的年度项目。本定性研究旨在了解这些变化如何影响学员的学习体验。
我们通过焦点小组探讨了两批计划学员（2020-2021 年 n=18，2021-2022 年 n=15）的经验，分析采用建构主义定性研究范式。
出现了两个主要主题和四个子主题：在线 QI 学习体验（收益和挑战）和实施在线 QI 学习（促进因素和障碍）。虽然收益有三个进一步的子主题（即数字灵活性、学习者之间的联系和 COVID-19 影响的缓解），但挑战有四个（即缺乏互动、技术挑战和数字排斥、人的维度和数字疲劳）。虽然促进因素有三个子主题（即相互和计划支持、在线资源访问和个人弹性），但障碍只有一个（即阻止实施和缺乏受保护的时间）。
尽管面对面工作方式存在挑战，但在线学习通常适用于面向行动的 QI 学习，但需要做出改变，以确保未来虚拟学习在 QI 中的有效性。了解学习转化为行动的挑战对于实施学习至关重要，了解改进学员在远程学习和直接在工作场所实施时如何应对这种转化，对于了解大流行期间及以后实施的演变性质至关重要。
