Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study
COVID-19 accelerated continuing professional development (CPD) delivered online. We aimed to compare the impact of in-person versus online CPD courses on medical specialists’ behavioural intentions and subsequent behaviour. In this comparative before-and-after study, medical specialists attended in-...
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Taylor & Francis Group
2024-12-01
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| Series: | Journal of CME |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/28338073.2024.2363550 |
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| author | Gloria Ayivi-Vinz Martin Tremblay Souleymane Gadio Suélène Georgina Dofara Sam J Daniel Denis Talbot France Légaré |
| author_facet | Gloria Ayivi-Vinz Martin Tremblay Souleymane Gadio Suélène Georgina Dofara Sam J Daniel Denis Talbot France Légaré |
| author_sort | Gloria Ayivi-Vinz |
| collection | DOAJ |
| description | COVID-19 accelerated continuing professional development (CPD) delivered online. We aimed to compare the impact of in-person versus online CPD courses on medical specialists’ behavioural intentions and subsequent behaviour. In this comparative before-and-after study, medical specialists attended in-person courses on nine clinical topics. A second group attended an adapted online version of these courses. Behavioural intention and its psychosocial determinants were measured before and immediately after the courses. Behaviour change was measured six months later. Generalised estimating equation (GEE) models were used to compare the impact of course formats. A total of 82/206 in-person registrants (mean age: 52±10 years; 50% men) and 318/506 on-line registrants (mean age: 49±12 years; men: 63%) participated. Mean intention before in-person courses was 5.99±1.31 and 6.43±0.80 afterwards (average intention gain 0.44, CI: 0.16–0.74; p=0.003); mean intention before online courses was 5.53±1.62 and 5.98±1.40 afterwards (average intention gain of 0.45, CI: 0.30–0.58; p<0.0001). Difference in intention gain between groups was not statistically significant. Behaviour reported six months later was not significantly associated with post-course intention in either group. However, the intention difference increased significantly among those who said they had adopted the targeted behaviour (paired wilcoxon test: n = 40 and p-value=0.002) while it did not increase significantly in the group of those who had not adopted a targeted behaviour (paired wilcoxon test: n = 16 and p-value=0.223).In conclusion, the increase in intention of specialists after CPD courses was similar whether the course was in-person or online. Also, an increase in intention in both groups signalled more likelihood of adoption. |
| format | Article |
| id | doaj-art-e8cd03d6d2ed43cfb5c2c3c7fffd3577 |
| institution | DOAJ |
| issn | 2833-8073 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Journal of CME |
| spelling | doaj-art-e8cd03d6d2ed43cfb5c2c3c7fffd35772025-08-20T02:48:45ZengTaylor & Francis GroupJournal of CME2833-80732024-12-0113110.1080/28338073.2024.2363550Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative StudyGloria Ayivi-Vinz0Martin Tremblay1Souleymane Gadio2Suélène Georgina Dofara3Sam J Daniel4Denis Talbot5France Légaré6Faculty of Medicine, Université Laval, Quebec, CanadaDirection du Développement Professionnel Continu, Fédération des Médecins Spécialistes du Québec, Montreal, QC, CanadaVITAM - Centre de recherche en santé durable, CIUSSS de la Capitale-Nationale, Quebec, CanadaCanada Research Chair in Shared Decision Making and Knowledge Translation, Université Laval, Quebec, CanadaDirection du Développement Professionnel Continu, Fédération des Médecins Spécialistes du Québec, Montreal, QC, CanadaFaculty of Medicine, Université Laval, Quebec, CanadaFaculty of Medicine, Université Laval, Quebec, CanadaCOVID-19 accelerated continuing professional development (CPD) delivered online. We aimed to compare the impact of in-person versus online CPD courses on medical specialists’ behavioural intentions and subsequent behaviour. In this comparative before-and-after study, medical specialists attended in-person courses on nine clinical topics. A second group attended an adapted online version of these courses. Behavioural intention and its psychosocial determinants were measured before and immediately after the courses. Behaviour change was measured six months later. Generalised estimating equation (GEE) models were used to compare the impact of course formats. A total of 82/206 in-person registrants (mean age: 52±10 years; 50% men) and 318/506 on-line registrants (mean age: 49±12 years; men: 63%) participated. Mean intention before in-person courses was 5.99±1.31 and 6.43±0.80 afterwards (average intention gain 0.44, CI: 0.16–0.74; p=0.003); mean intention before online courses was 5.53±1.62 and 5.98±1.40 afterwards (average intention gain of 0.45, CI: 0.30–0.58; p<0.0001). Difference in intention gain between groups was not statistically significant. Behaviour reported six months later was not significantly associated with post-course intention in either group. However, the intention difference increased significantly among those who said they had adopted the targeted behaviour (paired wilcoxon test: n = 40 and p-value=0.002) while it did not increase significantly in the group of those who had not adopted a targeted behaviour (paired wilcoxon test: n = 16 and p-value=0.223).In conclusion, the increase in intention of specialists after CPD courses was similar whether the course was in-person or online. Also, an increase in intention in both groups signalled more likelihood of adoption.https://www.tandfonline.com/doi/10.1080/28338073.2024.2363550Online learningin-person learningdistance educationcontinuing medical educationcontinuing professional development |
| spellingShingle | Gloria Ayivi-Vinz Martin Tremblay Souleymane Gadio Suélène Georgina Dofara Sam J Daniel Denis Talbot France Légaré Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study Journal of CME Online learning in-person learning distance education continuing medical education continuing professional development |
| title | Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study |
| title_full | Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study |
| title_fullStr | Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study |
| title_full_unstemmed | Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study |
| title_short | Impact of Educational Activity Formats, Online or In-Person, on the Intention of Medical Specialists to Adopt a Clinical Behaviour: A Comparative Study |
| title_sort | impact of educational activity formats online or in person on the intention of medical specialists to adopt a clinical behaviour a comparative study |
| topic | Online learning in-person learning distance education continuing medical education continuing professional development |
| url | https://www.tandfonline.com/doi/10.1080/28338073.2024.2363550 |
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