Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews.
Information and communication technology to enhance continuing professional development (CPD) and continuing medical education (CME) for Rwanda: a scoping review of reviews.
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DOI：
10.1186/s12909-021-02607-w
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发表时间：
2021-04-29
影响因子：
3.6
通讯作者：
Mars M
中科院分区：
文献类型：
--
作者：
Ngenzi JL;Scott RE;Mars M
获得高质量的持续专业发展（CPD）对于医疗保健专业人员在不断发展的医学和健康世界中保持能力是必要的。大多数低收入和中等收入国家，包括卢旺达，都严重缺乏医疗保健专业人员，获得持续专业发展的机会有限。本研究使用与使用信息和通信技术（ICT）和视频会议向医疗保健专业人员提供CPD相关的综述文章对文献进行了范围界定。目的是向决策者介绍适合卢旺达这样的低收入国家的相关和适当办法。使用PubMed和手工检索。仅纳入了2010年至2019年期间发表的用英语撰写的综述文章，并报告了ICT用于CPD的情况。本研究纳入了6篇综述文章。报告了各种交付模式（面对面、纯电子学习和混合学习）和技术方法（基于互联网和非基于互联网）。所有类型的技术方法都增强了知识、技能和态度。纯电子学习与面对面教学相当，优于“无干预”，而混合学习与传统的面对面学习相比，结果好坏参半。参与者的满意度归因于易用性、容易访问和互动内容。利用技术来加强国家方案文件的交付是可以接受的，因为大多数技术方法都能提高知识、技能和态度。为了使干预措施有效地发挥作用，继续专业发展课程必须精心设计：以需求为基础，以健全的教育理论为基础，互动，易于获得，负担得起。参与者必须具备所需的设备和技术素养。
Access to high quality continuing professional development (CPD) is necessary for healthcare professionals to retain competency within the ever-evolving worlds of medicine and health. Most low- and middle-income countries, including Rwanda, have a critical shortage of healthcare professionals and limited access to CPD opportunities. This study scoped the literature using review articles related to the use of information and communication technology (ICT) and video conferencing for the delivery of CPD to healthcare professionals. The goal was to inform decision-makers of relevant and suitable approaches for a low-income country such as Rwanda. PubMed and hand searching was used. Only review articles written in English, published between 2010 and 2019, and reporting the use of ICT for CPD were included. Six review articles were included in this study. Various delivery modes (face to face, pure elearning and blended learning) and technology approaches (Internet-based and non-Internet based) were reported. All types of technology approach enhanced knowledge, skills and attitudes. Pure elearning is comparable to face-to-face delivery and better than ‘no intervention’, and blended learning showed mixed results compared to traditional face-to-face learning. Participant satisfaction was attributed to ease of use, easy access and interactive content. The use of technology to enhance CPD delivery is acceptable with most technology approaches improving knowledge, skills and attitude. For the intervention to work effectively, CPD courses must be well designed: needs-based, based on sound educational theories, interactive, easy to access, and affordable. Participants must possess the required devices and technological literacy.
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影响因子：
7.2
作者：
George PP;Papachristou N;Belisario JM;Wang W;Wark PA;Cotic Z;Rasmussen K;Sluiter R;Riboli-Sasco E;Tudor Car L;Musulanov EM;Molina JA;Heng BH;Zhang Y;Wheeler EL;Al Shorbaji N;Majeed A;Car J
通讯作者：
Car J
DOI：
10.1089/109493103322278772
发表时间：
2003-08-01
期刊：
CYBERPSYCHOLOGY & BEHAVIOR
影响因子：
--
作者：
Mantovani, F;Castelnuovo, G;Riva, G
通讯作者：
Riva, G
远程学习策略持续专业发展（CPD）为农村盟友健康从业人员的有效性：系统评价。
影响因子：
3.6
作者：
Berndt A;Murray CM;Kennedy K;Stanley MJ;Gilbert-Hunt S
通讯作者：
Gilbert-Hunt S
DOI：
10.4102/phcfm.v12i1.2197
发表时间：
2020-09-16
影响因子：
2
作者：
Weber DL;Cubaka VK;Kallestrup P;Reventlow S;Schriver M
通讯作者：
Schriver M
影响因子：
4.5
作者：
Kasvosve, Ishmael;Ledikwe, Jenny H.;Semo, Bazghina-werq
通讯作者：
Semo, Bazghina-werq