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Educational Technologies for Physician Continuous Professional Development: A National Survey.

David A Cook1, Morris J Blachman, David W Price

  • 1D.A. Cook is professor of medicine and professor of medical education; associate director, Mayo Clinic Online Learning; director of research, Office of Applied Scholarship and Education Science; and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. M.J. Blachman is clinical professor, Department of Neuropsychiatry and Behavioral Science, and associate dean, Continuous Professional Development & Strategic Affairs, University of South Carolina School of Medicine, Columbia, South Carolina. D.W. Price is senior vice president, American Board of Medical Specialties (ABMS) Research & Education Foundation, and executive director, ABMS Multispecialty Portfolio Program, Chicago, Illinois; and professor of family medicine, University of Colorado School of Medicine, Aurora, Colorado. C.P. West is professor of medicine, professor of biostatistics, and professor of medical education; associate program director, Internal Medicine Residency Program; and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. B.L. Baasch Thomas is administrator, Mayo School of Continuous Professional Development, Mayo Clinic College of Medicine, Rochester, Minnesota. R.A. Berger is professor of orthopedics; dean, Mayo School of Continuous Professional Development; medical director, Mayo Clinic Online Learning; and consultant, Department of Orthopedic Surgery and Department of Anatomy, Mayo Clinic College of Medicine, Rochester, Minnesota. C.M. Wittich is associate professor of medicine; associate program director, Internal Medicine Residency Program; and practice chair, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota.

Academic Medicine : Journal of the Association of American Medical Colleges
|June 29, 2017
PubMed

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Summary

U.S. physicians widely use and value online learning and simulation-based education. Most physicians are prepared for educational technology, with similar adoption rates across age groups.

Area of Science:

  • Medical Education
  • Digital Health
  • Physician Professional Development

Background:

  • Continuing medical education is evolving with technological advancements.
  • Physicians' adoption of online learning and simulation-based education is crucial for lifelong learning.

Purpose of the Study:

  • To assess U.S. physicians' past, current, and future use of online learning and simulation-based education.
  • To examine how these educational technology trends vary by physician age.

Main Methods:

  • A survey of 4,648 randomly sampled U.S. physicians was conducted between September 2015 and April 2016.
  • Internet-based and paper questionnaires gathered data on technology usage, perceived effectiveness, and future adoption intentions.

Main Results:

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  • High rates of past usage for online learning (97.1%) and simulation-based education (84.2%) were reported.
  • Both methods were perceived as effective, with modest desires for increased online learning and simulation.
  • Physicians felt skilled in online learning, but few used objective performance data for learning choices.

Conclusions:

  • Practicing physicians demonstrate a general receptiveness to educational technologies.
  • Age did not significantly impact responses regarding the use and perception of these technologies.