Introduction: Continuing professional development (CPD) has become a common strategy to address the gaps in knowledge and competencies during the pandemic. Given the drastic changes in the learning environment, this study explored "technagogy" or teaching with technology in CPD in the health professions.
Methods: A mixed-methods study was used to ascertain the determinants and merits of CPD success from the participants' perspectives ( n = 237). The quantitative data underwent structural equation modeling using partial least squares. We also thematically analyzed the qualitative responses and synthesized concurrent findings.
Results: The structural model accounted for a 64% variance in the CPD success. Its significant direct predictors ( P < .05) were instructional, curriculum, and nurturant effects. From the participants' experiences, we generated four themes as the merits of CPD: learning, teaching, knowledge, and technology scholarships. Finally, we constructed a synthesized model, the CPD Determinants and Intrinsic Assets in Learning, which can offer modest guidance in navigating CPD with technagogy.
Discussion: The study findings emphasize the convergence and divergence points as considerations in teaching and learning with technology. It also offers valuable insights into relevant implications of technagogy in CPD, including its theory, practice, policy, and research.
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Introduction: Continuing professional development (CPD) has become a common strategy to address the gaps in knowledge and competencies during the pandemic. Given the drastic changes in the learning environment, this study explored "technagogy" or teaching with technology in CPD in the health professions.
Methods: A mixed-methods study was used to ascertain the determinants and merits of CPD success from the participants' perspectives ( n = 237).
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