Digitalization and Physician Learning: Individual Practice, Organizational Context, and Social Norm

Area of Science:

• Digital Health
• Medical Education
• Health Informatics

Background:

• The increasing use of online platforms and digitally engaged patients requires new skills for healthcare professionals.
• Information and communication technologies (ICTs) offer potential for continuous professional development (CPD) and workplace learning.
• Further research is needed on utilizing ICT for experiential and collaborative learning in healthcare.

Purpose of the Study:

• To quantitatively assess the usage of ICT for learning among physicians in a CPD program.
• To identify factors influencing physicians' adoption and use of ICT for professional learning.
• To explore the relationship between individual digitalization, performance, and actual ICT use in healthcare.

Main Methods:

• A quantitative survey was administered to Swedish physicians undergoing specialist medical training.
• Correlation analyses and multiple regression were used to analyze ICT usage for learning dimensions.
• The study built upon previous qualitative research to inform the quantitative assessment.

Main Results:

• Physicians' ICT use is linked to perceived performance, social influence, and organizational context.
• Social norms significantly influenced general ICT usage, while perceived usefulness (performance expectancy) drove learning-specific ICT use.
• The extent of individual digitalization impacts performance and subsequent ICT adoption.

Conclusions:

• Effective integration of ICT into CPD and clinical practice is crucial.
• Understanding the value of digitalization within practice is essential, beyond just formal training.
• Leveraging collegial expectations for digital collaboration can improve practitioner adaptation to new technologies.