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Unique approach to continuing medical education in clinical pharmacology across Australia and New Zealand
Author(s) -
Athavale Akshay,
Murnion Bridin
Publication year - 2019
Publication title -
internal medicine journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.596
H-Index - 70
eISSN - 1445-5994
pISSN - 1444-0903
DOI - 10.1111/imj.14663
Subject(s) - medicine , clinical pharmacology , continuing medical education , continuing education , medical education , family medicine , pharmacology
Background Advanced physician training in clinical pharmacology lacks a continuing education programme. There is a need for continuing medical education but how to introduce and develop education remains unclear. Aims The primary aim was to develop and implement a peer‐led, web‐based multiple choice question approach to continuing education in clinical pharmacology training across Australia and New Zealand. Secondary aims included determining, quality, difficulty, utility, relevance, user‐friendliness, sustainability and potential to form part of formal clinical pharmacology physician training. Methods In February 2018, a survey of clinical pharmacology trainees identified topics for question development. Questions covering requested topics were developed and piloted in PeerWise between March and October 2018. Participants could rate quality and difficulty of questions using categorical rating scales and make free text comments. After questions were piloted, a survey using a 0–10‐point Likert scale and yes/no responses assessed utility, relevance, user‐friendliness, sustainability and formalisation potential. Results Twenty‐four trainees were invited to participate. Nine (38%) of trainees completed the initial survey, 10 (42%) attempted questions and 7 (29%) completed the end survey. Median scores of 8.00 (IQR 6.50 – 9.00), 7.00 (IQR 6.50 – 7.50) and 8.00 (IQR 6.50 – 8.00) using a 0–10‐point Likert scale indicated trainees found this approach useful, relevant and user‐friendly. Five (71%) out of seven responding trainees felt this approach was sustainable and could be incorporated as part of formal clinical training. Conclusion This study suggests that peer‐led multiple choice questions could form an enduring education modality which could be incorporated into clinical pharmacology training.