User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study
Abstract Background We know little about the best approaches to design training for healthcare professionals. We thus studied how user-centered and theory-based design contribute to the development of a distance learning program for professionals, to increase their shared decision-making (SDM) with...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2021-02-01
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| Series: | BMC Medical Informatics and Decision Making |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12911-021-01396-y |
| _version_ | 1818853564831760384 |
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| author | Moulikatou Adouni Lawani Yves Turgeon Luc Côté France Légaré Holly O. Witteman Michèle Morin Edeltraut Kroger Philippe Voyer Charo Rodriguez Anik Giguere |
| author_facet | Moulikatou Adouni Lawani Yves Turgeon Luc Côté France Légaré Holly O. Witteman Michèle Morin Edeltraut Kroger Philippe Voyer Charo Rodriguez Anik Giguere |
| author_sort | Moulikatou Adouni Lawani |
| collection | DOAJ |
| description | Abstract Background We know little about the best approaches to design training for healthcare professionals. We thus studied how user-centered and theory-based design contribute to the development of a distance learning program for professionals, to increase their shared decision-making (SDM) with older adults living with neurocognitive disorders and their caregivers. Methods In this mixed-methods study, healthcare professionals who worked in family medicine clinics and homecare services evaluated a training program in a user-centered approach with several iterative phases of quantitative and qualitative evaluation, each followed by modifications. The program comprised an e-learning activity and five evidence summaries. A subsample assessed the e-learning activity during semi-structured think-aloud sessions. A second subsample assessed the evidence summaries they received by email. All participants completed a theory-based questionnaire to assess their intention to adopt SDM. Descriptive statistical analyses and qualitative thematic analyses were integrated at each round to prioritize training improvements with regard to the determinants most likely to influence participants’ intention. Results Of 106 participants, 98 completed their evaluations of either the e-learning activity or evidence summary (93%). The professions most represented were physicians (60%) and nurses (15%). Professionals valued the e-learning component to gain knowledge on the theory and practice of SDM, and the evidence summaries to apply the knowledge gained through the e-learning activity to diverse clinical contexts. The iterative design process allowed addressing most weaknesses reported. Participants’ intentions to adopt SDM and to use the summaries were high at baseline and remained positive as the rounds progressed. Attitude and social influence significantly influenced participants' intention to use the evidence summaries (P < 0.0001). Despite strong intention and the tailoring of tools to users, certain factors external to the training program can still influence the effective use of these tools and the adoption of SDM in practice. Conclusions A theory-based and user-centered design approach for continuing professional development interventions on SDM with older adults living with neurocognitive disorders and their caregivers appeared useful to identify the most important determinants of learners’ intentions to use SDM in their practice, and validate our initial interpretations of learners’ assessments during the subsequent evaluation round. |
| first_indexed | 2024-12-19T07:38:50Z |
| format | Article |
| id | doaj.art-e2900773fd974f68b59cc65214b5329c |
| institution | Directory Open Access Journal |
| issn | 1472-6947 |
| language | English |
| last_indexed | 2024-12-19T07:38:50Z |
| publishDate | 2021-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Informatics and Decision Making |
| spelling | doaj.art-e2900773fd974f68b59cc65214b5329c2022-12-21T20:30:31ZengBMCBMC Medical Informatics and Decision Making1472-69472021-02-0121112510.1186/s12911-021-01396-yUser-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods studyMoulikatou Adouni Lawani0Yves Turgeon1Luc Côté2France Légaré3Holly O. Witteman4Michèle Morin5Edeltraut Kroger6Philippe Voyer7Charo Rodriguez8Anik Giguere9Laval UniversityCISSS de la Gaspésie – Service externe de gériatrie ambulatoireLaval UniversityVITAM Research Centre on Sustainable HealthLaval UniversityLaval UniversityQuebec Excellence Centre in Aging, St-Sacrement HospitalPavillon Ferdinand-VandryDepartmentof Family Medicine, McGill UniversityVITAM Research Centre on Sustainable HealthAbstract Background We know little about the best approaches to design training for healthcare professionals. We thus studied how user-centered and theory-based design contribute to the development of a distance learning program for professionals, to increase their shared decision-making (SDM) with older adults living with neurocognitive disorders and their caregivers. Methods In this mixed-methods study, healthcare professionals who worked in family medicine clinics and homecare services evaluated a training program in a user-centered approach with several iterative phases of quantitative and qualitative evaluation, each followed by modifications. The program comprised an e-learning activity and five evidence summaries. A subsample assessed the e-learning activity during semi-structured think-aloud sessions. A second subsample assessed the evidence summaries they received by email. All participants completed a theory-based questionnaire to assess their intention to adopt SDM. Descriptive statistical analyses and qualitative thematic analyses were integrated at each round to prioritize training improvements with regard to the determinants most likely to influence participants’ intention. Results Of 106 participants, 98 completed their evaluations of either the e-learning activity or evidence summary (93%). The professions most represented were physicians (60%) and nurses (15%). Professionals valued the e-learning component to gain knowledge on the theory and practice of SDM, and the evidence summaries to apply the knowledge gained through the e-learning activity to diverse clinical contexts. The iterative design process allowed addressing most weaknesses reported. Participants’ intentions to adopt SDM and to use the summaries were high at baseline and remained positive as the rounds progressed. Attitude and social influence significantly influenced participants' intention to use the evidence summaries (P < 0.0001). Despite strong intention and the tailoring of tools to users, certain factors external to the training program can still influence the effective use of these tools and the adoption of SDM in practice. Conclusions A theory-based and user-centered design approach for continuing professional development interventions on SDM with older adults living with neurocognitive disorders and their caregivers appeared useful to identify the most important determinants of learners’ intentions to use SDM in their practice, and validate our initial interpretations of learners’ assessments during the subsequent evaluation round.https://doi.org/10.1186/s12911-021-01396-yDementiaAgingContinuing professional developmentCurricular developmentUser experienceIntervention design |
| spellingShingle | Moulikatou Adouni Lawani Yves Turgeon Luc Côté France Légaré Holly O. Witteman Michèle Morin Edeltraut Kroger Philippe Voyer Charo Rodriguez Anik Giguere User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study BMC Medical Informatics and Decision Making Dementia Aging Continuing professional development Curricular development User experience Intervention design |
| title | User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study |
| title_full | User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study |
| title_fullStr | User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study |
| title_full_unstemmed | User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study |
| title_short | User-centered and theory-based design of a professional training program on shared decision-making with older adults living with neurocognitive disorders: a mixed-methods study |
| title_sort | user centered and theory based design of a professional training program on shared decision making with older adults living with neurocognitive disorders a mixed methods study |
| topic | Dementia Aging Continuing professional development Curricular development User experience Intervention design |
| url | https://doi.org/10.1186/s12911-021-01396-y |
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