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Ku CW, Ng RRG, Chang TY, Lim CHF, Zheng RT, Ma W, Chua MC, Chan JKY, Yap FKP, Loy SL. Preliminary assessment of the Healthy Early Life Moments (HELMS) webinars in empowering Developmental Origins of Health and Disease (DOHaD) concept among healthcare professionals - a pragmatic serial cross-sectional study. J Perinat Med 2024; 52:406-415. [PMID: 38407193 DOI: 10.1515/jpm-2023-0549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Accepted: 02/06/2024] [Indexed: 02/27/2024]
Abstract
OBJECTIVES The Developmental Origins of Health and Disease (DOHaD) concept has gained prominence in maternal and child health (MCH), emphasizing how early-life factors impact later-life non-communicable diseases. However, a knowledge-practice gap exists in applying DOHaD principles among healthcare professionals. Healthy Early Life Moments in Singapore (HELMS) introduced webinars to bridge this gap and empower healthcare professionals. We aimed to conduct a preliminary assessment to gain early insights into the outreach and effectiveness of the educational initiative offered with the HELMS webinars. METHODS We employed a pragmatic serial cross-sectional study approach and targeted healthcare professionals involved in MCH care. We also collected and analyzed data on webinar registration and attendance, participants' profession and organizational affiliations, and post-webinar survey responses. RESULTS The median webinar attendance rate was 59.6 % (25th-75th percentile: 58.4-60.8 %). Nurses represented 68.6 % of attendees (n=2,589 out of 3,774). Post-webinar surveys revealed over 75 % of the participants providing positive responses to 14 out of 15 survey questions concerning content, delivery, applicability to work, and organization. CONCLUSIONS Assessment of the HELMS webinars provided insight into the outreach and early effectiveness in enhancing healthcare professionals' knowledge and confidence in delivering DOHaD education. Bridging the knowledge-practice gap remains a crucial goal.
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Affiliation(s)
- Chee Wai Ku
- Department of Reproductive Medicine, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- 37579 Duke-NUS Medical School , Singapore, Singapore
| | - Roderica R G Ng
- Department of Anaesthesiology, 37581 Singapore General Hospital , Singapore, Singapore
| | - Ting Yu Chang
- Yong Loo Lin School of Medicine, 63751 National University of Singapore , Singapore, Singapore
| | - Celeste H F Lim
- Yong Loo Lin School of Medicine, 63751 National University of Singapore , Singapore, Singapore
| | - Ruther Teo Zheng
- Department of Paediatrics, 37579 KK Women's and Children's Hospital , Singapore, Singapore
| | - Weini Ma
- Office of Strategy Management & Population Health, 37579 KK Women's and Children's Hospital , Singapore, Singapore
| | - Mei Chien Chua
- 37579 Duke-NUS Medical School , Singapore, Singapore
- Department of Neonatology, 37579 KK Women's and Children's Hospital , Singapore, Singapore
| | - Jerry K Y Chan
- Department of Reproductive Medicine, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- 37579 Duke-NUS Medical School , Singapore, Singapore
- Yong Loo Lin School of Medicine, 63751 National University of Singapore , Singapore, Singapore
| | - Fabian K P Yap
- 37579 Duke-NUS Medical School , Singapore, Singapore
- Department of Paediatrics, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- Lee Kong Chian School of Medicine, 37579 Nanyang Technological University , Singapore, Singapore
| | - See Ling Loy
- Department of Reproductive Medicine, 37579 KK Women's and Children's Hospital , Singapore, Singapore
- 37579 Duke-NUS Medical School , Singapore, Singapore
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Kaya Çelik E, Doluoğlu S, Güzelküçük Akay H, Çadalli Tatar E, Korkmaz MH. Online Training or Face-to-Face Training from the Perspective of Ear, Nose, and Throat and Head and Neck Surgeons? J Voice 2024:S0892-1997(24)00120-6. [PMID: 38734522 DOI: 10.1016/j.jvoice.2024.04.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Revised: 03/28/2024] [Accepted: 04/01/2024] [Indexed: 05/13/2024]
Abstract
PURPOSE To determine the preferences of Ear, Nose, and Throat (ENT) and Head-Neck Surgery (HNS) specialists and residents undergoing training for online or face-to-face training and the factors affecting the preference. METHODS An 16-item questionnaire was created using Google Forms and was administered to residents undergoing training in ENT departments and to specialists working in the same field. The questionnaires were distributed online and requested to be completed between August and October 2020. The study participants were analyzed in two groups according to the preference for online training or face-to-face training. RESULTS Evaluation was made of a total of 173 participants, as 68 (39.3%) in online training, and 105 (60.7%) in face-to-face training. Online training comprised 47 (69.1%) females and 21 (30.9%) males with a mean age of 38.9 ± 8years and face-to-face training comprised 68 (64.8%) females and 37 (35.2%) males with a mean age of 37.9 ± 7.5years (gender: P = 0.55, age: P = 0.10). Of the total sample, 39 (22.5%) subjects were single and 134 (77.5%) were married. Face-to-face training was preferred by 61.2% of the married respondents and by 59% of those who were single. While 43.4% stated that visuals and documents were similar in both forms of training, those who stated that documentation was better in face-to-face training constituted 90.2% of the group that preferred face-to-face training (P = 0.0001). Of the total participants, 65.4% stated that concentration was easier in face-to-face training (P = 0.0001). When the groups were compared according to areas of interest, more of those involved in rhinology and head-neck surgery were in face-to-face training, and those with an interest in otology were seen to be in online training (P = 0.002). A wish to continue online training after the pandemic was expressed by 80.9% of the whole sample, and 68.6% wished to continue with face-to-face training (P = 0.0001). Hybrid meetings were determined to have been selected by 86.1% (P = 0.0001). CONCLUSION Online web seminars have an important role as a teaching and learning tool. There is a need for further research to evaluate how these clinically focused seminars can be presented at high quality and how they can provide benefit in training.
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Affiliation(s)
- Elif Kaya Çelik
- University of Tokat Gaziosmanpaşa, Department of Otolaryngology Head and Neck Surgery, Tokat, Turkey.
| | - Sümeyra Doluoğlu
- University of Health Sciences, Ankara Etlik City Hospital, Department of Otolaryngology Head and Neck Surgery, Ankara, Turkey
| | | | - Emel Çadalli Tatar
- University of Tokat Gaziosmanpaşa, Department of Otolaryngology Head and Neck Surgery, Tokat, Turkey
| | - Mehmet Hakan Korkmaz
- University of Tokat Gaziosmanpaşa, Department of Otolaryngology Head and Neck Surgery, Tokat, Turkey
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Devji J, Karmali S, Turcotte K, Babul S. Barriers and facilitators to the uptake of the Concussion Awareness Training Tool as continuing medical education in primary care. Concussion 2023; 8:CNC106. [PMID: 37287885 PMCID: PMC10242435 DOI: 10.2217/cnc-2022-0014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Accepted: 03/06/2023] [Indexed: 06/09/2023] Open
Abstract
Aim Continuing medical education (CME) informs physicians on current research. The Concussion Awareness Training Tool (CATT) provides education on concussion diagnosis and treatment. The aims of this study were to explore physician CME practices and preferences, understand barriers and facilitators to implementing the CATT as CME, and provide recommendations. Materials & methods Physicians in British Columbia, Canada participated in an online survey and telephone interview. Descriptive analysis of quantitative data, and text-based data analysis were undertaken to identify themes. Results Barriers included lack of time and awareness of the resource. Facilitators were its ease of use, accessibility, conciseness and comprehensiveness. Conclusion The perceptions of barriers and facilitators reported by physicians are important to understand and better promote the use of the CATT.
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Affiliation(s)
- Jalila Devji
- Faculty of Medicine Undergraduate Program, University of British Columbia, Vancouver, V6T 1Z3, Canada
| | - Shazya Karmali
- BC Injury Research and Prevention Unit, BC Children's Hospital, Vancouver, V6H 3V4, Canada
| | - Kate Turcotte
- BC Injury Research and Prevention Unit, BC Children's Hospital, Vancouver, V6H 3V4, Canada
| | - Shelina Babul
- BC Injury Research and Prevention Unit, BC Children's Hospital, Vancouver, V6H 3V4, Canada
- Department of Pediatrics, Faculty of Medicine, University of British Columbia, Vancouver, V6T 1Z3, Canada
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He R, Xie Y, Liu F, Zhao L, Zhang O, Xiang W, Kong L, Miao L, Zhang P. Implementing case-based collaborative learning curriculum via webinar in internal medicine residency training: A single-center experience. Medicine (Baltimore) 2023; 102:e33601. [PMID: 37083783 PMCID: PMC10118346 DOI: 10.1097/md.0000000000033601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Accepted: 04/03/2023] [Indexed: 04/22/2023] Open
Abstract
This study aimed to investigate the effects of the Case-based collaborative learning (CBCL) curriculum in webinar format on internal medicine residents' knowledge covering cardiologic topics and their attitudes toward the CBCL teaching module. CBCL is a novel small-group approach, that incorporates elements of problem-based learning and case-based learning, and it has shown to improve medical students' knowledge mastery. However, few studies have explored its applicability for internal medicine residents, especially in the webinar format. This prospective cohort study included internal medicine residents in a residency program in Beijing, China. Eight CBCL sessions in webinar format covering cardiologic topics were delivered to them from February to April 2020. Pre-session reading materials included textbook and guidelines published by the academic societies. Multiple-choice questions were delivered to assess participants' knowledge before and after the sessions. Changes in participants' knowledge were determined using the paired t test to compare mean values. In addition, surveys based on 5-point Likert scale scores assessed satisfaction at the end of the second and eighth sessions. The Wilcoxon signed-rank test was used to identify any potential satisfaction improvement. In total, 9 internal medicine residents participated in the study, of whom 33.3% were male, and the overall rate of participation in CBCL sessions in webinar format was 94.4%. The mean scores of 50 multiple-choice questions were 68.0 ± 12.3 and 75.1 ± 9.9 in the pre- and post-curriculum assessments (P = .029). In the first survey performed at the second week, 5 (55.6%) residents chose "like" or "extremely like" in overall satisfaction, "neutral" by 3 (33.3%) residents and "dislike" by 1 (11.1%) resident. In the second survey, only 1 (11.1%) resident selected a neutral reply in satisfactory assessment, and the other 8 (88.9%) residents selected either "like" or "extremely like" choices. Compared with the results of the first survey, the overall satisfaction rate significantly improved (P = .031). Implementing the CBCL sessions in webinar format for cardiology residents was resulted in the improved knowledge mastery and a high acceptance rate.
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Affiliation(s)
- Rong He
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Ying Xie
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Fang Liu
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Lanting Zhao
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Ou Zhang
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Wei Xiang
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Lingyun Kong
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Le Miao
- Postgraduate Office, School of Clinical Medicine, Tsinghua University, Beijing, China
| | - Ping Zhang
- Department of Cardiology, Beijing Tsinghua Changgung Hospital, School of Clinical Medicine, Tsinghua University, Beijing, China
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Walther LE, Löhler J. [Webinars for ENT specialists in Germany during the Lockdown phase of the COVID-19 pandemic 2020/2021]. Laryngorhinootologie 2023. [PMID: 36626912 DOI: 10.1055/a-1953-7424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
INTRODUCTION During the COVID-19 pandemic, webinars are one of the few opportunities to continue CME training to a large majority of ENT doctors. However, experiences with the quality of this digital form of education is still limited. METHODOLOGY In this study, six webinars for ENT specialists during the second lockdown in Germany (January to March 2021, provider Zoom) were evaluated. The quality control was performed by participants and speakers using special quality questions. School grades (1-6) were used for the evaluation. Answers were statistically evaluated. RESULTS On average, 1108 participants attended the six webinars. 330 ENT doctors answered the surveys. The return of the questionnaires was 30.2%, that of the speakers 100%. Eight of the nine questions asked received school grades better than 2.0 on average. The speakers needed an average of 12.8 hours to prepare the webinar. The cost per webinar was about 3.50 €. CONCLUSIONS Webinars have become an effective form of CME-training for ENT doctors in Germany. They can be organized quickly for a large number of participants, are less expensive and environmentally benefical. Webinars might have an important place in CME-training in the future.
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Harris SB, Idzik S, Boasso A, Neunie SQ, Noble AD, Such HE, Van J. The Educational Impact of Web-Based, Faculty-Led Continuing Medical Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence, and Performance of Health Care Professionals. JMIR MEDICAL EDUCATION 2022; 8:e40520. [PMID: 36102282 PMCID: PMC9617189 DOI: 10.2196/40520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 09/08/2022] [Accepted: 09/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The treatment landscape for type 2 diabetes (T2D) is continually evolving; therefore, ongoing education of health care professionals (HCPs) is essential. There is growing interest in measuring the impact of educational activities, such as through use of the Moore framework; however, data on the benefits of continuing medical education (CME) in the management of T2D remain limited. OBJECTIVE This study aimed to evaluate HCP satisfaction; measure improvements in knowledge, competence, and performance following short, case-based, multidisciplinary web-based CME activities; and identify the remaining educational gaps. METHODS Two faculty-led, CME-accredited, web-based educational activities on T2D and obesity, touchIN CONVERSATION and touch MultiDisciplinary Team, were developed and made available on a free-to-access medical education website. Each activity comprised 3 videos lasting 10 to 15 minutes, which addressed learning objectives developed based on a review of published literature and faculty feedback. Participant satisfaction (Moore level 2) was evaluated using a postactivity questionnaire. For both activities, changes in knowledge and competence (Moore levels 3 and 4) were assessed using questionnaires completed by representative HCPs before or after participation in the activities. A second set of HCPs completed a questionnaire before and after engaging in activities that assessed changes in self-reported performance (Moore level 5). RESULTS Each activity was viewed by approximately 6000 participants within 6 months. The participants expressed high levels of satisfaction (>80%) with both activities. Statistically significant improvements from baseline in knowledge and competence were reported following participation in touchIN CONVERSATION (mean score, SD before vs after activity: 4.36, 1.40 vs 5.42, 1.37; P<.001), with the proportion of learners answering at least six of 7 questions correctly, increasing from 22% (11/50) to 60% (30/50). A nonsignificant improvement in knowledge and competence was observed following participation in touch MultiDisciplinary Team (mean score, SD 4.36, 1.24 vs 4.58, 1.07; P=.35); however, baseline knowledge and competence were relatively high, where 80% of the respondents (40/50) answered at least four of 6 questions correctly. A significant improvement in HCP self-reported performance was observed in a combined analysis of both activities (mean score, SD 2.65, 1.32 vs 3.15, 1.26; P=.03), with the proportion of learners selecting the answer representing the best clinical option for all 4 questions increasing from 32% (11/34) to 59% (20/34) after the activity. Several unmet educational needs were self-reported or identified from the analysis of incorrectly answered questions, including setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. CONCLUSIONS Short, case-based, web-based CME activities designed for HCPs to fit their clinical schedules achieved improvements in knowledge, competence, and self-reported performance in T2D management. Ongoing educational needs identified included setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies.
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Affiliation(s)
- Stewart B Harris
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Shannon Idzik
- University of Maryland School of Nursing, Baltimore, MD, United States
| | | | | | | | | | - Joanna Van
- University Clinical Investigators (d.b.a. Diabetes Research Center), Tustin, CA, United States
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