(The shift to) online delivery of a rural faculty development program in research skills: lessons learned
Abstract Background While rural physicians are the ideal candidates to investigate health and healthcare issues in rural communities, they often lack the required skills, competencies, and resources. As a result, research skills development programs are crucial to help ensure communities receive the...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2022-12-01
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| Series: | BMC Primary Care |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12875-022-01943-0 |
| _version_ | 1797977357487702016 |
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| author | Shabnam Asghari Jonathan Price Nahid Rahimipour Anaraki Hensley Hubert Mariathas Cheri Bethune Wendy Graham Andrew Graham |
| author_facet | Shabnam Asghari Jonathan Price Nahid Rahimipour Anaraki Hensley Hubert Mariathas Cheri Bethune Wendy Graham Andrew Graham |
| author_sort | Shabnam Asghari |
| collection | DOAJ |
| description | Abstract Background While rural physicians are the ideal candidates to investigate health and healthcare issues in rural communities, they often lack the required skills, competencies, and resources. As a result, research skills development programs are crucial to help ensure communities receive the quality of care they deserve. Memorial University of Newfoundland created a research skills development program called 6for6 to empower and enable rural physicians to research solutions to community-specific health needs. 6for6 program delivery was exclusively in-person until 2019. However, with limitations introduced due to the COVID-19 pandemic, organizations around the globe needed to respond quickly. As we work to return to a post-pandemic environment, program administrators and educators worldwide are unsure whether to retain or remove the changes made to programs to adapt to the pandemic restrictions. Therefore, this work addresses the impact of the online delivery model in two areas: 1) attainment of competencies (specifically research skills, knowledge, and attitudes); and 2) participant experiences, defined as the ease of attendance, the capacity to interact with team members and peers, and challenges or barriers associated with navigating program resources. Methods We compared the effect of an online delivery model pivoted to adapt pandemic restrictions with the original model (primarily face-to-face) on the acquisition of learning competencies and participant experience using a mixed-methods study. Various data collection methods, such as a pre-post program survey, post-program focus group, and structured observation, were utilized. Results From 2014 to 2021, 35 physicians attended the program (30 face-to-face and five online). The Wilcoxon-sign-rank test did not show any significant differences in the participants’ median change of research competency scores who attended face-to-face and online learning, respectively: knowledge (32.6, 26.8), attitudes (3.8, 3.5), and skills (32.4, 20.0). Flexibility and accessibility were key aspects of participants’ experiences during the online model. Comparison with previous years demonstrated no significant challenges with the virtual delivery model, yet participants struggled with mentorship challenges and learning-life balance. Conclusions Although presenting some unique challenges, the online model did not negatively affect learner competencies. Likewise, it provided opportunities for rural physicians to attend learning sessions and interact with experts and peers while remaining in their communities. |
| first_indexed | 2024-04-11T05:05:34Z |
| format | Article |
| id | doaj.art-b4cbae2f38b242bbb5211ec86e40a323 |
| institution | Directory Open Access Journal |
| issn | 2731-4553 |
| language | English |
| last_indexed | 2024-04-11T05:05:34Z |
| publishDate | 2022-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Primary Care |
| spelling | doaj.art-b4cbae2f38b242bbb5211ec86e40a3232022-12-25T12:24:07ZengBMCBMC Primary Care2731-45532022-12-012311810.1186/s12875-022-01943-0(The shift to) online delivery of a rural faculty development program in research skills: lessons learnedShabnam Asghari0Jonathan Price1Nahid Rahimipour Anaraki2Hensley Hubert Mariathas3Cheri Bethune4Wendy Graham5Andrew Graham6Center for Rural Health Studies, Faculty of Medicine Building, Memorial University of NewfoundlandCenter for Rural Health Studies, Discipline of Family Medicine, Faculty of Medicine Building, Memorial University of NewfoundlandCenter for Rural Health Studies, Faculty of Medicine Building, Memorial University of NewfoundlandCenter for Rural Health Studies, Faculty of Medicine Building, Memorial University of NewfoundlandDiscipline of Family Medicine, Faculty of Medicine Building, Memorial University of NewfoundlandDiscipline of Family Medicine, Memorial University of NewfoundlandCenter for Rural Health Studies, Discipline of Family Medicine, Faculty of Medicine Building, Memorial University of NewfoundlandAbstract Background While rural physicians are the ideal candidates to investigate health and healthcare issues in rural communities, they often lack the required skills, competencies, and resources. As a result, research skills development programs are crucial to help ensure communities receive the quality of care they deserve. Memorial University of Newfoundland created a research skills development program called 6for6 to empower and enable rural physicians to research solutions to community-specific health needs. 6for6 program delivery was exclusively in-person until 2019. However, with limitations introduced due to the COVID-19 pandemic, organizations around the globe needed to respond quickly. As we work to return to a post-pandemic environment, program administrators and educators worldwide are unsure whether to retain or remove the changes made to programs to adapt to the pandemic restrictions. Therefore, this work addresses the impact of the online delivery model in two areas: 1) attainment of competencies (specifically research skills, knowledge, and attitudes); and 2) participant experiences, defined as the ease of attendance, the capacity to interact with team members and peers, and challenges or barriers associated with navigating program resources. Methods We compared the effect of an online delivery model pivoted to adapt pandemic restrictions with the original model (primarily face-to-face) on the acquisition of learning competencies and participant experience using a mixed-methods study. Various data collection methods, such as a pre-post program survey, post-program focus group, and structured observation, were utilized. Results From 2014 to 2021, 35 physicians attended the program (30 face-to-face and five online). The Wilcoxon-sign-rank test did not show any significant differences in the participants’ median change of research competency scores who attended face-to-face and online learning, respectively: knowledge (32.6, 26.8), attitudes (3.8, 3.5), and skills (32.4, 20.0). Flexibility and accessibility were key aspects of participants’ experiences during the online model. Comparison with previous years demonstrated no significant challenges with the virtual delivery model, yet participants struggled with mentorship challenges and learning-life balance. Conclusions Although presenting some unique challenges, the online model did not negatively affect learner competencies. Likewise, it provided opportunities for rural physicians to attend learning sessions and interact with experts and peers while remaining in their communities.https://doi.org/10.1186/s12875-022-01943-0Rural researchFaculty developmentResearch skillsProgram deliveryProgram administrationVirtual delivery model |
| spellingShingle | Shabnam Asghari Jonathan Price Nahid Rahimipour Anaraki Hensley Hubert Mariathas Cheri Bethune Wendy Graham Andrew Graham (The shift to) online delivery of a rural faculty development program in research skills: lessons learned BMC Primary Care Rural research Faculty development Research skills Program delivery Program administration Virtual delivery model |
| title | (The shift to) online delivery of a rural faculty development program in research skills: lessons learned |
| title_full | (The shift to) online delivery of a rural faculty development program in research skills: lessons learned |
| title_fullStr | (The shift to) online delivery of a rural faculty development program in research skills: lessons learned |
| title_full_unstemmed | (The shift to) online delivery of a rural faculty development program in research skills: lessons learned |
| title_short | (The shift to) online delivery of a rural faculty development program in research skills: lessons learned |
| title_sort | the shift to online delivery of a rural faculty development program in research skills lessons learned |
| topic | Rural research Faculty development Research skills Program delivery Program administration Virtual delivery model |
| url | https://doi.org/10.1186/s12875-022-01943-0 |
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