E-learning Interventions for Quality Improvement Continuing Medical Education-A Scoping Review.
Michael J Roth, Lauren A Maggio, Joseph A Costello, Anita Samuel
Author Information
Michael J Roth: Dr. Roth: Assistant Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Maggio: Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Mr. Costello: Research Associate, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Samuel: Associate Professor of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD.
INTRODUCTION: Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME. METHODS: We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus. RESULTS: Twenty-one studies were included. Most studies used blended instruction ( n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected. DISCUSSION: Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.
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