Establishing pharmacy perceptions of elearning design and development for General Practice continuing professional development in Scotland

B
ackground
NHS Education for Scotland (NES)
is responsible for developing educational resources for the NHS
workforce in Scotland. Increasing demand for accessible learning that supports adult learning principles
produces challenges, particularly for e learning module development. To support this, we investigated learner feedback on two versions of the same module to explore the perceptions of segmented educational material, where the benefits on working memory are widely accepted. We posed the question:
“What are learner perceptions of elearning modules which are segmented compared with those in the standard single format?”
These results will inform future e learning module development.
Aim
To determine learners’ perceptions of the standard and
segmented e learning modules and the impact it has on learner
experience. This will inform future e learner module
development.
Methods
Participants on the General Practice Clinical Pharmacist (GPCP) programme were invited to one to one semi structured interviews exploring their perceptions regarding an e learning module on Mental Health Depression. Participants were
randomised to either single or segmented module design. Data were thematically analysed to identify common themes
Results
Fifteen interviews were conducted. Thematic analysis of the transcripts identified 125 codes, from which the research team agreed upon 9 themes
based on user experience: Navigation, Interactivity, Structure, Time,
Presentation, Resource, Content, Actions and Language. Positive
comments were mainly regarding Navigation and structure, whereas
resources received mainly negative comments.
Discussion
The
majority of modules received positive feedback scores (greater than or
equal to 3). However, there may be scope to improve user experience in most
modules. The lowest scoring module was one of the first developed and is
due for review.
Mandatory modules (e.g. Pharmacy First, Varenicline supply under PGD, Core
training modules, Preparation for facilitating experiential learning and
Medicines reconciliation) received the greatest number of feedback
responses. This may be related to a greater number of completions rather
than a greater desire to provide feedback.
Qualitative feedback was limited and module specific, so further qualitative
methods may highlight specific features which enhance or detract from a
good learning experience.
Greater incorporation of user feedback during the development stage and
mechanisms to encourage post completion feedback should be investigated.
Conclusion
This study has shown that whether the module was standard or segmented in
format, may be less significant to learners than a well structured and easy to
use module with good content. It highlighted areas that were perceived to be
more important such as structure and navigation, and key areas of
dissatisfaction. The results of this study assures NES that profession specific
modules may be suitable in either format. In addition, useful feedback has
been gained from the suggestions made during interviews on how the
modules could be improved e.g. the functionality of the resources and
hyperlinks not working. These proposed changes could easily be incorporated
into the structure of future modules regardless of standard or segmented
format.
NES is a multiprofessional organisation, so education that is of value to a
diverse audience, including nursing and allied health professions, is desirable.
As such, a segmented format may facilitate separating generic and context
(profession) specific content, to improve inclusivity to this diverse audience.
Future research would benefit from this focus.