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Examining Associations Between Physician Data Utilization for Practice Improvement and Lifelong Learning.

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  • 1Dr. Sockalingam: Vice President of Education, Center for Addiction and Mental Health, Associate Professor, Department of Psychiatry, University of Toronto, and Staff Psychiatrist, Center of Mental Health & Wilson Center Researcher, University Health Network, Toronto, Ontario Canada. Dr. Tavares: Scientist, Wilson Center, University Health Network, Paramedic Services, Community and Health Services, Regional Municipality of York, and Assistant Professor, Post MD Education, Faculty of Medicine, Institute of Health Policy, Management and Evaluation and Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Ms. Charow: Research Associate, Education Technology and Innovation, and Cancer Health Literacy Research Center, University Health Network, Toronto, Ontario, Canada. Ms. Youssef: PhD Candidate, Institute of Medical Sciences and Department of Psychiatry, University of Toronto, and Research Fellow, Wilson Center, University Health Network, Toronto, Ontario, Canada. Dr. Campbell: Principal Senior Advisor, Competency-based Continuing Professional Development, Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, and Associate Professor, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. Dr. Davis: Professor Emeritus, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada, and Senior Director-CORE & Visiting Professor, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai Healthcare City, United Arab Emirates. Dr. Giuliani: Director, Cancer Education Program, Co-Director, Cancer Health Literacy Research Center and Staff Radiation Oncologist, Princess Margaret Cancer Center, and Assistant Professor, Department of Radiation Oncology, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Okrainec: Head, Division of General Survey, Peter A. Crossgrove Chair in General Surgery and Director, Temerty/Chang Telesimulation Center, University Health Network, and Associate Professor, Department of Surgery, University of Toronto, Toronto, Ontario, Canada. Dr. Papadakos: Senior Manager, Cancer Education Program, Co-Director, Cancer Health Literacy Research Center and Associate Director, ELLICSR: Health, Wellness & Cancer Survivorship Center, Princess Margaret Cancer Center, University Health Network; Provincial Head, Patient Education, Cancer Care Ontario, Toronto, Ontario, Canada. Dr. Silver: Staff Psychiatrist, Center for Addiction and Mental Health, and Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario Canada. Dr. Wiljer: Executive Director, Education Technology and Innovation, University Health Network, Associate Professor, Institute of Health Policy, Management and Evaluation and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada.

The Journal of Continuing Education in the Health Professions
|November 6, 2019
PubMed
Summary

Physicians engage with practice data when they find it helpful, assess learning needs, and develop learning plans. This supports using data for continuous professional development and practice improvement.

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Area of Science:

  • Medical Education
  • Physician Practice Management
  • Health Professions Education

Background:

  • Practice data can guide educational strategies but is underutilized by physicians.
  • Understanding physician engagement with practice data is crucial for improving competence and driving practice change.

Purpose of the Study:

  • To identify factors influencing physician engagement with practice data for competence advancement and practice improvement.

Main Methods:

  • A pan-Canadian survey assessed practice data use and lifelong learning orientation in psychiatrists, radiation oncologists, and general surgeons.
  • Linear regression modeled the relationship between frequency of data use and predictors of continuous learning.

Main Results:

  • 61.7% of 305 physicians used data for practice improvement, with high lifelong learning orientation.
  • Key predictors of data use included assessing learning needs, data helpfulness, and learning plan development.
  • These factors explained 42.9% of the variance in integrating data into practice.

Conclusions:

  • Physician engagement with practice data is associated with perceived utility, learning needs assessment, and learning plan creation.
  • Findings suggest developing processes for data-informed action planning to enhance physician practice improvement.