Understanding online self-directed learning using point of care information systems (POCIS): A plot study using a capability approach perspective

• Published in: Medical teacher Vol. 44; no. 12; pp. 1413 - 1419
• Main Authors: Zhang, Da, Xiao, Li, Duan, Jingqi, Chang, Xinxin, Walsh, Kieran, Sandars, John, Brown, Jeremy, Dang, Xiaorong, Shen, Wei, Du, Junjie, Cao, Yanjie
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis 02.12.2022; Taylor & Francis Ltd
• Subjects: Best practice; Construct Validity; continuing; Decision-making; e-learning/ computers; Educational Needs; Independent study; information handling; Information systems; Medical education; medical education research; Professional Continuing Education; Questionnaires; Selfdirected learning; Semistructured questionnaires; Understanding; Usefulness; Validity
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2022.2100251

Understanding self-directed learning (SDL) when using point of care information systems (POCIS) can inform educational providers of the usefulness of the system for continuing medical education (CME). Sen's capability approach can offer a unique perspective to understand SDL, which considers the extent to which individual valued learning needs can be achieved. The aim of the study was to pilot the use of a questionnaire informed by the capability approach for understanding SDL when using POCIS in the context of CME. A semi-structured questionnaire aligned to the capability approach (Capability Approach for SDL with POCIS Questionnaire - CA-SPQ) in the context of CME was developed and implemented with 200 users of a POCIS (BMJ Best Practice). The response rate was 92 and 78% of users considered that their valued outcomes were achieved and that they could apply their new learning to practice. The questionnaire had high content, face, and construct validity. The CA-SPQ can offer a practical instrument to provide data and useful information for understanding SDL, when using POCIS in the context of CME. It also has the potential for adaptation to other areas of medical education.