Continuous learning in multiple sclerosis care: a qualitative study of the expanded learning model for systems.

Area of Science:

• Medical Education
• Healthcare Systems
• Neuroscience

Background:

• Continuing education is crucial for healthcare professionals (HCPs) managing complex conditions like multiple sclerosis (MS).
• The Expanded Learning Model for Systems (TELMS) proposes theoretical mechanisms for translating learning into practice.
• Understanding how educational interventions impact MS care practices is essential.

Purpose of the Study:

• To evaluate the effect of an online continuing education activity on HCPs' knowledge, attitudes, and practices regarding MS care.
• To determine if observed changes align with the translational mechanisms proposed by the TELMS theory.

Main Methods:

• A preliminary study employing semi-structured interviews with 18 neurologists and nurses.
• Thematic analysis was used to identify themes related to TELMS concepts and emergent practice behaviors.
• Interviews were conducted via telephone or online platforms.

Main Results:

• Interview data confirmed that MS providers' practices align with TELMS principles of learning engagement.
• Translational mechanisms from TELMS were consistently observed in practitioners' reflections.
• Key emergent themes included goal setting, care coordination, systems-level MS care, and economic factors, particularly in diverse settings.

Conclusions:

• Mechanisms identified within the TELMS model can inform the design and evaluation of future educational initiatives for MS care.
• Key change mechanisms include evidence-based care attitudes, multidisciplinary collaboration, enhanced care coordination, and systems-level improvements.
• Further research is recommended to validate the TELMS model in healthcare education.