Online learning for continuous professional development of healthcare workers: an exploratory study on perceptions of healthcare managers in Rwanda.
Online learning for continuous professional development of healthcare workers: an exploratory study on perceptions of healthcare managers in Rwanda.
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DOI：
10.1186/s12909-022-03938-y
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发表时间：
2022-12-08
影响因子：
3.6
通讯作者：
Tumusiime, David K.
中科院分区：
文献类型：
--
作者：
Byungura, Jean Claude;Nyiringango, Gerard;Fors, Uno;Forsberg, Elenita;Tumusiime, David K.
关键词：
由于新疾病的爆发、新治疗方案的开发和循证实践的要求，卫生专业人员需要不断获得更新的知识和技能。这种类型的学习被称为持续专业发展（CPD）。在发展中国家，熟练的医疗保健专业人员的稀缺进一步增加了对持续专业发展的需求。传统上，面对面的方法一直是首选的持续专业发展的最佳模式。目前，卫生专业人员已经开始使用在线学习在世界不同地区的持续专业成长。因此，需要从不同的设置研究调查在线学习的CPD的意义。因此，本研究的目的是调查的重要性和挑战归因于在线学习的管理人员在卢旺达的卫生设施。此外，该研究旨在确定的基础设施，可以支持在线CPD的状态，并评估实施在线CPD的感知增强和障碍。该研究采用了融合的混合方法设计，探索定量和定性数据从42个医疗保健管理人员。对定量数据进行描述性分析，而定性数据则按主题进行分析，以告知研究结果。结果显示，90.5%的管理者，谁参加了这项研究，积极考虑使用在线学习的CPD。所有的管理者都承认，在线学习可以提高知识和实践技能的医疗保健专业人员。尽管如此，参与这项研究的卫生机构中有52.4%目前没有使用在线CPD。参与者表现出诸如缺乏数字设备访问，互联网接入差或缺乏，在线学习设计差，医疗保健专业人员的数字技能低，缺乏专门用于在线学习的时间以及工作人员的繁重工作量等挑战。这些研究结果表明，卫生机构的管理者重视在线学习的重要性，为继续专业发展的卫生专业人员。然而，在线学习的设计应符合目的，并高度考虑医疗专业人员的需求和偏好，从而改善支持在线学习的信息通信技术基础设施。传统的面对面CPD课程仍然推荐在资源和技术短缺的医疗机构。此外，在线CPD交付的障碍，如低互联网连接和医疗保健专业人员无法访问数字设备，需要通过卢旺达卫生系统的金字塔结构共同创造性地解决。
Due to outbreaks of new diseases, development of new treatment regimens and requirement of evidence-based practice, health professionals continuously need to acquire updated knowledge and skills. This type of learning is known as continuous professional development (CPD). The scarcity of skilled health care professionals in developing countries further increases the need of CPD. Traditionally, face-to-face approach has been preferred as the best mode of CPD. Currently, health professionals have started using online learning for continued professional growth in different parts of the world. Consequently, research studies from different settings are needed to investigate the significance of online learning for CPD. Therefore, the aim of this study was to investigate the importance and challenges attributed to online learning by the managers of health facilities in Rwanda. Moreover, the study aimed to identify the status of infrastructures that could support online CPD, and assess the perceived enhancement and barriers for implementing online CPD. The study used a convergence mixed-method design to explore quantitative and qualitative data from 42 health care managers. A descriptive analysis was conducted on quantitative data while qualitative data were thematically analyzed to inform the study findings. It was revealed that 90.5% of managers, who participated in this study, consider positively the use of online learning for CPD. All managers acknowledged that online learning could improve the knowledge and practice skills of health care professionals. Nevertheless, 52.4% of health institutions who participated in this study currently do not use online for CPD. Participants demonstrated challenges such as the lack of access to digital devices, poor or lack of internet access, poor online learning design, low digital skills of healthcare professionals, lack of time dedicated to online learning, and heavy workload of staff. These findings indicate then that the managers of health institutions value the importance of online learning for CPD of health professionals. However, online learning should be designed to fit for the purpose and with a high consideration on needs and preferences of healthcare professionals and thereby improve information communication technology infrastructure that support online learning for CPD. Traditional in-person CPD courses are still recommended in health institutions with shortage in resources and technology. Also, the barriers of online CPD delivery such as low internet connectivity and lack of access to digital devices by healthcare professionals need to be co-creatively addressed through the pyramidal structure of the Rwandan health system.
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