Learnings from the forced transition of an industry supported educational programme for young experts in urology and oncology from face-to-face to digital during the COVID-19 pandemic

Weisshardt, Ina, Vlaev, Ivo, Chauhan, Trishna ORCID: 0000-0001-6017-3665 and Hofstädter-Thalmann, Eva (2022) Learnings from the forced transition of an industry supported educational programme for young experts in urology and oncology from face-to-face to digital during the COVID-19 pandemic. Journal of European CME, 11 (1). 2085011-.

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Official URL: http://dx.doi.org/10.1080/21614083.2022.2085011

Abstract

When the COVID-19 pandemic caused face-to-face meetings to be cancelled, an industry-sponsored educational programme, designed to develop skills and expand knowledge of young experts in oncology and urology, was forced to partially move from face-to-face setting to virtual meetings. In our outcomes analysis, we aimed to better understand what drives behavioural change following a series of educational interventions based on the physical or virtual formats. Therefore, we performed a structured outcomes evaluation for each educational intervention, including the perspectives of the learner and the teaching faculty. Our main findings were that "relevance" is the strongest driver of recall, satisfaction and behavioural change. Social interactions amongst learners and between faculty and learners are possible in the digital world, and we observed a trend of the young learners in favour of digital learning, especially with improved technical platforms enabling social interaction. Other findings were that new skills are required by the teaching faculty and that hybrid formats were identified by all participants as the model of the future. When developing future educational programmes, these specific needs of learners and faculty need to be considered and offer opportunities to develop more personalised programmes in order to increase learning impact.

Item Type:	Article
Uncontrolled Keywords:	Medical education, digital formats, digitalisation, hybrid meetings, lifelong learning, relevance of learning
Divisions:	Faculty of Humanities and Social Sciences > School of Management
Depositing User:	Symplectic Admin
Date Deposited:	14 Jun 2022 07:45
Last Modified:	18 Jan 2023 21:00
DOI:	10.1080/21614083.2022.2085011
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3156403