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Evaluating the impact of a national virtual continuing professional development program in gynecological oncology: a Kirkpatrick model approach

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Publicado en:BMC Medical Education vol. 25 (2025), p. 1-9
Autor principal: Kerdari, Monir
Otros Autores: Kalantarion, Masomeh, Ahmady, Soleiman, Mastour, Haniye, Arab, Maliheh, Sohrabi, Somaye
Publicado:
Springer Nature B.V.
Materias:
Medical education
Telemedicine
Training
Professional development
Medical personnel
Knowledge acquisition
Oncology
Learning management systems
Performance evaluation
Educational objectives
Multimedia
Gynecology
Professionals
Learning Modalities
Educational Quality
Influence of Technology
Cancer
Learning Experience
Management Systems
Instructional Materials
Cooperative Learning
Case Studies
Evidence
Feedback (Response)
Course Evaluation
Electronic Learning
Cultural Context
Course Content
Learner Engagement
College Science
Learning Objectives
Educational Needs
Medical Care Evaluation
Acceso en línea:Citation/Abstract
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Resumen:IntroductionContinuing Professional Development (CPD) is essential for healthcare professionals to maintain and enhance their competencies, particularly in specialized fields such as gynecological oncology. In low- and lower-middle-income countries (LLMICs), access to CPD is often limited, and virtual platforms have emerged as a viable solution to overcome these barriers. This study uses the Kirkpatrick Model to evaluate a national virtual CPD program in gynecological oncology, focusing on participant satisfaction and knowledge acquisition.MethodsA quasi-experimental study was conducted with 104 gynecological oncology specialists and fellows in Iran. The virtual CPD program was delivered via a Moodle-based Learning Management System (LMS) and included multimedia content, interactive modules, discussion forums, and live webinars. Data were collected through pre- and post-course assessments to measure knowledge gains and a post-course satisfaction survey to evaluate participant reactions. Descriptive statistics and paired t-tests were used to analyze the data, with statistical significance set at p < 0.05.ResultsThe Level 1 evaluation revealed high participant satisfaction, with 64.42% reporting that the course content aligned with its objectives, 75% expressing satisfaction with the program’s delivery, and 82.69% finding the course facilities highly satisfactory. The Level 2 evaluation demonstrated a statistically significant improvement in knowledge scores from pretest (mean = 37.21, SD = 12.71) to posttest (mean = 42.07, SD = 6.09), with a mean score increase of 4.86 (p < 0.001). The effect size (Cohen’s d = -0.416) indicated a small to moderate practical significance.ConclusionThe virtual CPD program effectively engaged participants and enhanced their knowledge, highlighting the potential of online learning platforms to deliver high-quality CPD in resource-constrained settings. Future research should explore the long-term impact of virtual CPD on clinical practice and patient outcomes.
ISSN:1472-6920
DOI:10.1186/s12909-025-07964-4
Fuente:Healthcare Administration Database