Evaluation of a National Online Educational Program in Geriatric Psychiatry

Acad Psychiatry Evaluation of a National Online Educational Program in Geriatric Psychiatry Marcus Law 0 1 2 3 4 Mark J. Rapoport 0 1 2 3 4 Dallas Seitz 0 1 2 3 4 Marla Davidson 0 1 2 3 4 Robert Madan 0 1 2 3 4 Andrew Wiens 0 1 2 3 4 0 Sunnybrook Health Sciences Centre , Toronto, ON , Canada 1 University of Toronto , Toronto, ON , Canada 2 University of Ottawa , Ottawa, ON , Canada 3 University of Saskatchewan , Saskatoon, SK , Canada 4 Queen's University , Kingston, ON , Canada Objective This study provides evaluation results of an online study group (OSG) for geriatric psychiatry continuing professional development. Methods The OSG is an interactive, expert-facilitated, asynchronous educational experience for psychiatrists and residents in Canada. A retrospective web survey assessed selfefficacy, knowledge in geriatric psychiatry, comfort with online learning, and perceived effectiveness of the instructional methods. Wilcoxon signed-rank tests and descriptive statistics were calculated. Results Twenty-nine (of 50) participants (58 %) completed the questionnaire. Although only 48 % of respondents reported improved perceived knowledge, 79 % reported improved efficacy beliefs, and 76 % reported improved comfort with online learning. Most (79 %) would consider taking OSG again, and 93 % would recommend it to others. Conclusions The OSG was well-received, with greater benefits for self-efficacy with the material and comfort with online learning than for perceived knowledge itself. Further research is needed to ascertain actual knowledge change in the context of online learning in medical education. Career development; Evaluation; Faculty development; Licensure; Residents; Geropsychiatry - The growth of an aging population requiring more effective interventions to improve mental health and well-being has highlighted the need for continuing professional development (CPD) in geriatric psychiatry for general and geriatric psychiatrists [1]. With the recent formal recognition of geriatric psychiatry as a subspecialty designation in Canada, those practicing in this area are required to demonstrate competence through a new certification examination. At the time this manuscript was written, only five Canadian universities offered accredited subspecialty residency positions in geriatric psychiatry, producing few certified specialists. Of the 4970 psychiatrists in Canada, only 4.8 % were certified in geriatric psychiatry as of October 2014, although 7.6 % are mainly practicing geriatric psychiatry [2]. CPD is crucial in maintaining physicians’ competence and social accountability, allowing them to meet the needs of the populations they serve [3], and represents one strategy to prepare physicians for the certification exam. However, deficiencies exist in the design of CPD programs: (a) they are typically less academically rigorous than a residency program; (b) they generally deliver content over a short period; and (c) knowledge gained through traditional CPD seldom leads to sustained changes in practice [4]. Internet-based technologies offer new CPD opportunities that address barriers such as time, distance, and distribution of content to many users, anytime, anywhere [5]. Online discussions help achieve learning objectives through instructor-student and student-student interactions [6]. This study provides a critical analysis of an innovative online model for geriatric psychiatry CPD. Evaluation results are reported with a discussion of implications for online learning in medical education. The Royal College of Physicians and Surgeons of Canada (RCPSC) approved geriatric psychiatry as a subspecialty in 2009, with the first certification examination held in September 2013. Residents require two years’ training followed by a subspecialty examination, and practicing psychiatrists who care for the elderly are not exempt from the examination. We established an online study group (OSG) to reinforce and consolidate learning, assist with examination preparation, and address knowledge limitations and inadequate engagement in traditional lecture-based learning. The first OSG cohort participated from October 2012 to August 2013. The OSG is an interactive, expert-facilitated, asynchronous study group. A needs assessment was undertaken to plan the program, involving (1) discussion of the need for such programs at the Canadian Academy of Geriatric Psychiatry (CAGP) Board Strategic Planning Meeting; (2) review of RCPSC official objectives; (3) survey of CAGP members (n=65 geriatric psychiatrists, family physicians, geriatricians); and (4) review of needs assessment data and selection of topics and facilitators. Initially, there were five study groups with ten participants each, balanced in years in practice, geography, and academic/ community settings. Midway throughout the 2012–2013 year, the five study groups were consolidated into three, as some groups were not as active in the online discussion. The groups were, therefor (...truncated)