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CPD Success With Technagogy in Health Professions: Determinants and Merits
Irvin Ong1, Michael Joseph Dino, Caroline Marian Enriquez
1Dr. Ong: Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines, School of Nursing, Johns Hopkins University, Baltimore, MD, Department of Nursing and Health Sciences, Elmhurst University, Elmhurst, IL, and Phi Gamma Chapter, Sigma Theta Tau International Honor Society of Nursing, Indianapolis, IN. Dr. Dino: Research Development and Innovation Center, and College of Nursing, Our Lady of Fatima University, Valenzuela City, Philippines, School of Nursing, Johns Hopkins University, Baltimore, MD, and Phi Gamma Chapter, Sigma Theta Tau International Honor Society of Nursing, Indianapolis, IN. Dr. Enriquez: Office of the President, Our Lady of Fatima University, Valenzuela City, Philippines. Asst. Prof. Gotinga: Research Development and Innovation Center, and College of Arts and Sciences, Our Lady of Fatima University, Valenzuela City, Philippines. Dr. Esluzar: Research Development and Innovation Center, and College of Arts and Sciences, Our Lady of Fatima University, Valenzuela City, Philippines. Asst. Prof. Cajayon: Research Development and Innovation Center, and College of Nursing, Our Lady of Fatima University, Valenzuela City, Philippines,. Asst. Prof. Buencamino: Research Development and Innovation Center, and College of Nursing, Our Lady of Fatima University, Valenzuela City, Philippines. Dr. Pimentel-Tormon: Research Development and Innovation Center, and College of Medicine, Our Lady of Fatima University, Valenzuela City, Philippines. Dr. Rodriguez: Research Development and Innovation Center, and College of Pharmacy, Our Lady of Fatima University, Valenzuela City, Philippines. Dr. Tablizo: Research Development and Innovation Center, and College of Arts and Sciences, Our Lady of Fatima University, Valenzuela City, Philippines.
Teaching with technology (technagogy) in continuing professional development (CPD) significantly impacts success. Key factors include instructional, curriculum, and nurturant effects, alongside learning, teaching, knowledge, and technology scholarships.
Area of Science:
- Health Professions Education
- Educational Technology
Background:
- Continuing professional development (CPD) is crucial for health professionals, especially post-pandemic.
- The pandemic necessitated exploring new learning environments and teaching with technology (technagogy).
Purpose of the Study:
- To explore technagogy in health professions CPD.
- To identify determinants and merits of CPD success from participant perspectives.
Main Methods:
- Mixed-methods study with 237 participants.
- Quantitative data analyzed using structural equation modeling (SEM) with partial least squares.
- Qualitative data analyzed thematically, with concurrent findings synthesized.
Main Results:
- The SEM model explained 64% of the variance in CPD success.
- Significant predictors of CPD success were instructional, curriculum, and nurturant effects.
- Four themes emerged regarding CPD merits: learning, teaching, knowledge, and technology scholarships.
Conclusions:
- Findings highlight convergence and divergence in teaching and learning with technology.
- Offers insights into technagogy's implications for CPD theory, practice, policy, and research.
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