Interprofessional continuing professional development programs can foster lifelong learning in healthcare professionals: experiences from the Project ECHO model

• Published in: BMC medical education 2022-06, Vol.22 (1), p.432-432, Article 432
• Main Authors: Sockalingam, Sanjeev, Rajaratnam, Thiyake, Gambin, Amanda, Soklaridis, Sophie, Serhal, Eva, Crawford, Allison
• Format: Article
• Language: English
• Subjects: Capacity Building; Child & adolescent psychiatry; Communities of Practice; Community Relations; Competence; Continuing professional development; COVID-19; Distance learning; Education; Educational Needs; Expertise; Graduate Medical Education; Health Occupations; Knowledge; Learning Motivation; Lifelong learning; Likert Scales; Medical education; Medical personnel; Medical residencies; Mental disorders; Mental health; Methods; Participation; Physicians; Primary care; Professional development; Professions; Program Design; Program Evaluation; Project ECHO; Psychiatry; Questionnaires; Registration; Social aspects; Statistical Analysis; Teaching Methods; Training
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-022-03500-w

The success of continuing professional development (CPD) programs that foster skills in lifelong learning (LLL) has been well established. However, healthcare professionals often report barriers such as access to CPD and cost which limit uptake. Further research is required to assess how accessible CPD programs, such as those delivered virtually, impact orientation to LLL. Project Extension for Community Healthcare Outcomes (Project ECHO®) is a CPD model that has a growing body of evidence demonstrating improvements in knowledge and skills. Central to this model is the use of a virtual platform, varied teaching approaches, the promotion of multi-directional learning and provider support through a community of practice. This study aimed to explore whether participation in a provincial mental health ECHO program had an effect on interprofessional healthcare providers' orientation to LLL. Using a pre-post design, orientation to LLL was measured using the Jefferson Scale of Lifelong Learning. Eligible participants were healthcare professionals enrolled in a cycle of ECHO Ontario Mental Health from 2017 to 2020. Participants were classified as 'high' or 'low' users using median session attendance as a cut-point. The results demonstrate an increase in orientation to LLL following program participation (Pre: 44.64 ± 5.57 vs. Post: 45.94 ± 5.70, t (66) = - 3.023, p