Blended learning in CME: the perception of GP trainers

Area of Science:

• Medical Education
• Continuing Medical Education (CME)
• Evidence-Based Medicine (EBM)

Background:

• Blended learning integrates traditional and electronic methods for enhanced training.
• This study focused on a blended learning intervention for GP trainers in an EBM CME course.
• Investigated learner perceptions of usefulness and logistics in blended CME.

Purpose of the Study:

• To evaluate the effectiveness and learner experience of a blended learning approach for GP trainers.
• To identify factors influencing the perception of blended learning usefulness and logistics.
• To assess the suitability of blended learning for future CME programs.

Main Methods:

• 170 GP trainers participated in a year-long blended learning intervention.
• Data collected via questionnaires, observations, and e-course evaluations.
• Focus groups were conducted to explore questionnaire and observation outcomes.

Main Results:

• GP trainers found the blended approach (e-course + meetings) attractive, instructive, and complementary.
• Key influencing factors included educational design, method, topic, time, learning style, technical issues, and difficulty.
• A strong link between daily practice and the intervention was crucial for success.

Conclusions:

• GP trainers reported positive experiences with blended learning for CME.
• E-learning was valued for knowledge gain, and meetings for practical application.
• While preconditions need consideration, participants would engage in similar future programs.