A mixed-method evaluation of a general practice paediatric education programme, using Moore's outcomes framework for continuing medical education.

IF 1.1 Q3 PRIMARY HEALTH CARE

Education for Primary Care Pub Date : 2026-02-25 DOI:10.1080/14739879.2026.2620667

Nishani Nithianandan, Emma King, Amy Gray

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引用次数: 0

Abstract

Background: General Practitioners (GPs) are key providers of paediatric care but do not always feel confident to manage paediatric presentations. This study aimed to assess the acceptability of a multifaceted, online paediatric education programme and its impact on GPs' knowledge, confidence, and perceived practice.

Methods: The study design was informed by Moore's conceptual framework for planning and assessing learning in continuing medical education activities. A mixed methods evaluation was undertaken using quantitative survey data collected pre- and post-webinars and after six months, and analysed descriptively. Qualitative data from semi-structured interviews were analysed thematically.

Results: 135 GPs participated in the education programme. 71 and 81 responses were received for pre- and post-webinar surveys. Mean knowledge and confidence ratings improved post-webinar (from 2.2/4 (95% CI, 2.0-2.3) to 3.3/4 (95% CI, 3.1-3.4), p < 0.001, and 2.1/4 (95% CI, 2.0-2.3) to 3.3/4 (95% CI, 3.1-3.4), p < 0.001, respectively). Six-to-twelve-month survey participants (n = 28) and interview participants (n = 7) overwhelmingly described the programme as relevant, engaging, and self-reported improvement in knowledge, confidence and clinical practice. Facilitators of success included providing opportunities for questioning, availability of live and recorded webinars, and a community of practice.

Conclusions: An online paediatric education programme for GPs was acceptable, relevant and impactful, with its impact on practice requiring further evaluation. The study provides evidence for effective online education of GPs which can be delivered at scale.

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综合方法评价全科实践儿科教育方案，使用摩尔结果框架继续医学教育。

背景：全科医生（全科医生）是儿科护理的主要提供者，但并不总是有信心管理儿科的表现。本研究旨在评估多方面的在线儿科教育计划的可接受性及其对全科医生的知识、信心和感知实践的影响。方法：研究设计采用Moore的概念框架来规划和评估医学继续教育活动中的学习。使用网络研讨会前后和六个月后收集的定量调查数据进行混合方法评估，并进行描述性分析。对半结构化访谈的定性数据进行主题分析。结果：135名全科医生参加了培训项目。在网络研讨会之前和之后的调查中分别收到了71份和81份回复。平均知识和信心评分在网络研讨会后得到改善（从2.2/4 （95% CI, 2.0-2.3）到3.3/4 (95% CI, 3.1-3.4), p p n = 28），访谈参与者（n = 7）绝大多数将该计划描述为相关的，参与的，自我报告的知识，信心和临床实践的改善。成功的推动者包括提供提问的机会，现场和录制的网络研讨会的可用性，以及实践社区。结论：全科医生在线儿科教育计划是可接受的、相关的和有影响的，其对实践的影响需要进一步评估。该研究为有效的全科医生在线教育提供了证据，可以大规模提供。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education for Primary Care PRIMARY HEALTH CARE-

CiteScore

2.30

自引率

15.40%

发文量

期刊介绍： Education for Primary Care aims to reflect the best experience, expertise and innovative ideas in the development of undergraduate, postgraduate and continuing primary care education. The journal is UK based but welcomes contributions from all over the world. Readers will benefit from the broader perspectives on educational activities provided through the contributions of all health professionals, including general practitioners, nurses, midwives, health visitors, community nurses and managers. This sharing of experiences has the potential for enhancing healthcare delivery and for promoting interprofessional working.