Embedding Specialised Educators in Modalities for Continuing Medical Education. A Study of Effectiveness, and Health Care Practitioner and Educator Preferences

Abstract

Introduction

As the delivery of continuing medical education moves towards digital modes, determining how to embed and capitalise on the skills of specialised educators in digital modalities is critical. Drawing on social theories of adult learning and behaviour change, this study trialled multiple delivery modes of education about reproductive genetic ‘carrier screening’ with varying levels of specialised educator (genetic counsellors) input to examine clinical effectiveness, and health care practitioners and educator preferences.

Methods

A subset of health care practitioners (n = 209) interested in offering carrier screening through a large study were randomly allocated to receive education via face-to-face, a pre-recorded video or an online module, with active or passive educator input. The modes were evaluated using four levels of behaviour-linked outcomes.

Findings

The results of our study show that although face-to-face and a video modality with active educator input had the highest completion rates and impact on clinical practice, there was little difference across modes on self-reported behaviour change outcomes. The educators observed that there was no one-size-fits-all approach to education delivery and reported benefits and drawbacks to each. Going forward, 56% of health care practitioners considered an online mode of education delivery, such as videos, written material or both, to be viable approaches with options for ongoing educator support.

Conclusion

Embedding highly specialised educators with ongoing support and incorporating aspects of social learning within functional digital platforms should be considered in the development of continuing medical education, especially for health care practitioners who may work in smaller and isolated clinics.