Table 4 Responses to the question of what was learned, categorised, and sorted under the twelve impact categories of continuing professional development (CPD), suggested by Allen LM et al. [16]. The second column indicates whether the impact category corresponded to the overall objectives of the program
From: Paediatric on-call consultants’ learning within and beyond the objectives of a coherent CPD program
Learning objective | |
|---|---|
Knowledge | |
Medical knowledge | Yes |
Updated | |
More in-depth | |
Broader | |
Knowledge of the duties of an on-call consultant | Yes |
Duties of an on-call consultant | |
The competence that are needed to work as an on-call consultant | |
Practice change | |
Use material from the course in clinical work | Yes |
Literature | |
Treatment guidelines | |
Change in clinical work | Yes |
Return to case discussions from the course | |
How to communicate in complicated situations | |
Adapt the level of investigation to the fact that you are on call | |
Skill, ability, competence and performance | |
Strengthen on-call competences | Yes |
Generally | |
Manage emergency situations | |
Perform practical procedures | |
Manage the media | |
Search for knowledge | |
Manage disasters and crises | |
Communicate with Doctor on-call | |
Other competences | |
Define one’s own competence | |
Apply pedagogic principles of adult learning | |
Manage difficult clinical situations | |
Confidence | |
More secure | |
In the function of on-call consultant | |
Managing things I don’t know | |
Self-confidence | |
In managing difficult clinical situations | |
Trust in my own competence | |
Attitudes | |
Approaching working as an on-call consultant | Yes |
Top-class competence is needed | |
I can’t know everything – the importance of networking for patient safety | |
Leading and supporting the primary on-call Doctor | |
Take responsibility for one’s own CPD | Yes |
The importance of sharing ideas and reflecting with others | |
Being able to see the child’s perspective even in conflict with its parents | Yes |
Career development | |
Starting to work as an on-call consultant | Yes |
Continuing to work as an on-call consultant | Yes |
Deeper understanding of the role of on-call consultant | Yes |
Networking, collaboration and relationships | |
Collaborating with and supporting the primary on-call Doctor | Yes |
The importance of networks | |
The importance of knowing one another | |
Understanding colleagues’ different competences | |
Consensus in managing clinical problems | |
Understanding the role of the on-call consultant at different levels of care | Yes |
User outcomes | |
A way of working so that | |
Things are better for children | Yes |
The Doctor on-call does a better job | Yes |
Others do a better job | |
Intention to change | |
Not relevant | |
Organizational change | |
Identify and deal with shortcomings at your own department | |
Create new memos | |
Greater patient security in emergency situations | |
Course pedagogics | |
Applied in the training of consultants at your own department | |
Contribute to a learning environment which facilitates new recruitment and gets colleagues to stay at the clinic | |
Personal change | |
More secure | |
As a person | |
Together with colleagues | |
A feeling of being able to learn new things | |
Deeper relationship with colleagues | |
Scholarly accomplishments | |
Not relevant |