A Qualitative Study to Understand the Cultural Factors That Influence Clinical Data Use for Continuing Professional Development.

David Wiljer Walter Tavares Rebecca Charow Spencer Williams Craig Campbell Dave Davis Tharshini Jeyakumar Maria Mylopoulos Allan Okrainec Ivan Silver Sanjeev Sockalingam

J Contin Educ Health Prof

Dr. Wiljer: Executive Director, Education Technology and Innovation, University Health Network, and Professor, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, and Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Tavares: Scientist, Wilson Centre, University Health Network, and Assistant Professor, Temerty Faculty of Medicine, and Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Ms. Charow: Research Associate, Education, Technology and Innovation, University Health Network, and PhD Student, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada. Mr. Williams: Research Analyst, Education, Technology and Innovation, University Health Network, Toronto, Ontario, Canada. Dr. Campbell : Director, Curriculum, UGME, and Associate Professor, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. Dr. Davis: Professor Emeritus, Department of Family and Community Medicine, University of Toronto, and Adjunct Professor, Medical Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirites. Ms. Jeyakumar: Education Specialist, Digital Education, University Health Network, Toronto, Ontario, Canada. Dr. Mylopoulos: Scientist and Associate Director of Training Programs, Wilson Centre, University Health Network, and Program Director, Health Professions Education Research, Institute of Health Policy, Management and Evaluation, Dalla Lana School of Public Health, and Associate Professor, Department of Paediatrics, University of Toronto, Toronto, Ontario, Canada. Dr. Okrainec: Head, Division of General Survey, Peter A. Crossgrove Chair in General Surgery and Director, Temerty/Chang Telesimulation Centre, University Health Network, and Associate Professor, Department of Surgery, University of Toronto, Toronto, Ontario, Canada. Dr. Silver : Staff Psychiatrist, Centre for Addiction and Mental Health, and Professor, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. Dr. Sockalingam: Vice President of Education and Clinician Scientist, Centre for Addiction and Mental Health, and Professor, Department of Psychiatry, University of Toronto; Wilson Centre Researcher, University Health Network, Toronto, Ontario, Canada.

Published: January 2023

Introduction: The use of data to inform lifelong learning has become increasingly important in continuing professional development (CPD) practice. Despite the potential benefits of data-driven learning, our understanding of how physicians engage in data-informed learning activities, particularly for CPD, remains unclear and warrants further study. The purpose of this study was to explore how physicians perceive cultural factors (individual, organizational, and systemic) that influence the use of clinical data to inform lifelong learning and self-initiated CPD activities.

Methods: This qualitative study is part of an explanatory sequential mixed-methods study examining data-informed learning. Participants were psychiatrists and general surgeons from Canada and the United States. Recruitment occurred between April 2019 and November 2019, and the authors conducted semistructured telephone interviews between May 2019 and November 2019. The authors performed thematic analysis using an iterative, inductive method of constant comparative analysis.

Results: The authors interviewed 28 physicians: 17 psychiatrists (61%) and 11 general surgeons (39%). Three major themes emerged from the continuous, iterative analysis of interview transcripts: (1) a strong relationship between data and trust, (2) a team-based approach to data-informed learning for practice improvement, and (3) a need for organizational support and advocacy to put data into practice.

Conclusion: Building trust, taking a team-based approach, and engaging multiple stakeholders, such as data specialists and organizational leadership, may significantly improve the use of data-informed learning. The results are situated in the existing literature, and opportunities for future research are summarized.

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http://dx.doi.org/10.1097/CEH.0000000000000423	DOI Listing

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