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Combining learning for educators and participants in a paediatric CPD programme.

Journal article
Authors Daniel Holmgren
Maria Skyvell-Nilsson
Per Wekell
Published in BMC medical education
Volume 19
Issue 1
Pages 28
ISSN 1472-6920
Publication year 2019
Published at Institute of Clinical Sciences, Department of Pediatrics
Pages 28
Language en
Links dx.doi.org/10.1186/s12909-019-1461-...
www.ncbi.nlm.nih.gov/entrez/query.f...
Subject categories Pediatrics, Clinical Medicine

Abstract

Most continuing professional development (CPD) programmes do not include an educational training module. In our country, educational practice in the areas of CPD and continuing medical education relies traditionally on conventional lectures. This is in sharp contrast to the educational research that clearly demonstrates that educational programmes emphasising adult learning methods have greater potential to change physicians' clinical practice. To investigate whether lecture-oriented educators were prepared to change their educational practice towards principles of adult learning, we decided to combine learning for educators and participants in a paediatric CPD programme. The aim of the study was to investigate educators' reflections on their learning and educational practice after they have undergone an educational skills component integrated in the implementation of a CPD learning module for paediatricians and evaluate the results from the participants' perspective.The objectives of the educational skills component of the learning module were developed according to adult learning theories. The learning objectives for the CPD learning module were based on a pre-course needs assessment. Evaluations were made using questionnaires.Seven of 10 participants in the educational skills component of the learning module and all the participants, 13 paediatricians and 14 nurses, who participated in the learning module, answered the questionnaires. The results of this pilot study show that educators whose main experience of teaching was based on lectures were strengthened in their practice; they defined their competence and were prepared to move towards adult learning principles. The participants in the learning module expressed a high degree of satisfaction.We conclude that it is feasible to combine learning for educators and participants in a paediatric CPD programme and that lecture-oriented educators are prepared to change their educational practice towards principles of adult learning.

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