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A Qualitative Study to Understand the Cultural Factors That Influence Clinical Data Use for Continuing Professional
David Wiljer1, Walter Tavares, Rebecca Charow
1Dr. Wiljer: Executive Director, Education Technology and Innovation, University Health Network, and Professor, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Tavares: Scientist, Wilson Centre, University Health Network, and Assistant Professor, Temerty Faculty of Medicine, and Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Ms. Charow: Research Associate, Education, Technology and Innovation, University Health Network, and PhD Student, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Mr. Williams: Research Analyst, Education, Technology and Innovation, University Health Network, Toronto, Ontario, Canada. Dr. Campbell : Director, Curriculum, UGME, 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, and Adjunct Professor, Medical Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirites. Ms. Jeyakumar: Education Specialist, Digital Education, University Health Network, Toronto, Ontario, Canada. Dr. Mylopoulos: Scientist and Associate Director of Training Programs, Wilson Centre, University Health Network, and Program Director, Health Professions Education Research, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, and Associate Professor, Department of Paediatrics, 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 Centre, University Health Network, and Associate Professor, Department of Surgery, University of Toronto, Toronto, Ontario, Canada. Dr. Silver : Staff Psychiatrist, Centre for Addiction and Mental Health, and Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Sockalingam: Vice President of Education and Clinician Scientist, Centre for Addiction and Mental Health, and Professor, Department of Psychiatry, University of Toronto; Wilson Centre Researcher, University Health Network, Toronto, Ontario, Canada.
Physicians find that building trust, teamwork, and organizational support are key to using clinical data for lifelong learning and continuing professional development (CPD). This research highlights cultural factors influencing data-informed practice improvement.
Area of Science:
- Medical Education
- Health Professions Education
- Physician Learning
Background:
- Continuing professional development (CPD) increasingly relies on data-driven learning.
- Understanding physician engagement with data for lifelong learning is crucial but limited.
- Cultural factors influencing data use in physician CPD require further investigation.
Purpose of the Study:
- To explore physicians' perceptions of cultural factors impacting data-informed lifelong learning.
- To investigate how individual, organizational, and systemic factors influence the use of clinical data for self-initiated CPD.
Main Methods:
- Qualitative study employing semistructured telephone interviews.
- Thematic analysis using an iterative, inductive constant comparative analysis method.
- 28 physicians (psychiatrists and general surgeons) from Canada and the US participated.
Main Results:
- Three key themes emerged: the strong link between data and trust, the importance of a team-based approach for practice improvement, and the necessity of organizational support.
- Physicians emphasized the need for trust in data sources and collaborative learning environments.
- Organizational advocacy and support were identified as critical for implementing data-informed practices.
Conclusions:
- Enhancing data-informed learning requires building trust, fostering teamwork, and involving diverse stakeholders.
- Engaging data specialists and leadership can facilitate the adoption of data-driven learning strategies.
- Future research should build upon these findings to optimize physician CPD and practice improvement.
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