Continuing professional development in the COVID-19 era: evolution of the Pegasus Health Small Group model
Susan Bidwell 1 * , Louise Kennedy 1 , Marie Burke 1 , Linda Collier 1 , Ben Hudson 21 Clinical Quality and Education Pegasus Health Charitable, 401 Madras Street, Christchurch 8013, New Zealand.
2 Department of General Practice, University of Otago Christchurch, 14 Gloucester Street, Christchurch 8013, New Zealand.
Journal of Primary Health Care 14(3) 268-272 https://doi.org/10.1071/HC21145
Published: 14 June 2022
© 2022 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of The Royal New Zealand College of General Practitioners. This is an open access article distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND)
Abstract
Background and context: This paper outlines the process of moving a continuing education programme for primary healthcare professionals from a fully in-person model to fully online so it could continue during coronavirus disease 2019 (COVID-19) lockdowns. The programme uses a peer-led Small Group model with the leader facilitating interactive discussion based on background content researched by a team from Pegasus Health.
Assessment of problem: When the COVID-19 restrictions were implemented in March 2020, the usual in-person Small Group meetings could not continue. Rather than allowing the programme to lapse, a new format was needed.
Strategies for improvement: In response, the Pegasus Health team transitioned the programme to an eSmall Group model using Zoom. Training packages were developed and disseminated online and the interactive, real-time nature of the programme retained. eSmall Groups began in May and were evaluated late in 2020.
Results: The online format was strongly supported, though some attendees missed the collegiality of meeting in-person. From 2021, attendees could opt for either online, in-person, or a summer/winter split between in-person and online. The ability to return to fully online was retained, allowing a seamless transition during the periods of further restrictions that followed in 2021–22.
Lessons learnt: The Small Group model has evolved to a multi-format programme that suits individual preferences, but can respond to pandemic or emergency situations if needed. It continues to have a high level of engagement among primary healthcare professionals.
Keywords: community pharmacists, continuing education, COVID-19, general practitioners, interactive online learning, New Zealand, practice nurses, primary health care, professional development, programme evaluation.
References
[1] Bidwell S, Copeland A. A model of multidisciplinary professional development for health professionals in rural Canterbury, New Zealand. J Prim Health Care 2017; 9 292–6.| A model of multidisciplinary professional development for health professionals in rural Canterbury, New Zealand.Crossref | GoogleScholarGoogle Scholar | 29530141PubMed |
[2] Collin K, Van der Heijden B, Lewis P. Continuing professional development. Int J Train Devel 2012; 16 155–63.
| Continuing professional development.Crossref | GoogleScholarGoogle Scholar |
[3] Sachdeva AK. Continuing professional development in the Twenty-First Century. J Cont Educ Health Prof 2016; 36 S8–13.
| Continuing professional development in the Twenty-First Century.Crossref | GoogleScholarGoogle Scholar |
[4] World Health Organization. Transforming and scaling up health professionals’ education and training: World Health Organization Guidelines 2013. Available at https://www.who.int/publications/i/item/transforming-and-scaling-up-health-professionals%E2%80%99-education-and-training [Accessed 30 September 2021]
[5] Katsikitis M, McAllister M, Sharman R, et al. Continuing professional development in nursing in Australia: current awareness, practice and future directions. Contemp Nurse 2013; 45 33–45.
| Continuing professional development in nursing in Australia: current awareness, practice and future directions.Crossref | GoogleScholarGoogle Scholar | 24099224PubMed |
[6] Kitto S. The importance of proactive and strategic technology-enhanced continuing professional development. J Contin Educ Health Prof 2021; 41 3–4.
| The importance of proactive and strategic technology-enhanced continuing professional development.Crossref | GoogleScholarGoogle Scholar | 33661853PubMed |
[7] Cunningham DE, Luty S, Alexander A, et al. The future of CPD for general practitioners, registered pharmacy staff and general practice nurses in Scotland - qualitative responses from a national survey. Educ Prim Care 2020; 31 7–14.
| The future of CPD for general practitioners, registered pharmacy staff and general practice nurses in Scotland - qualitative responses from a national survey.Crossref | GoogleScholarGoogle Scholar | 31744397PubMed |
[8] New Zealand Government. Unite against COVID-19: about the Alert Level System. 2021. Available at https://covid19.govt.nz/alert-levels-and-updates/about-the-alert-system/ [Accessed 30 September 2021]
[9] Christie C, Wynn-Thomas S, McKinnon B. Pegasus Health Pastoral Care Programme. J Prim Health Care 2017; 9 225–9.
| Pegasus Health Pastoral Care Programme.Crossref | GoogleScholarGoogle Scholar | 29530176PubMed |
[10] Evans S, Ward C, Shaw N, et al. Interprofessional education and practice guide No. 10: developing, supporting and sustaining a team of facilitators in online interprofessional education. J Interprof Care 2020; 34 4–10.
| Interprofessional education and practice guide No. 10: developing, supporting and sustaining a team of facilitators in online interprofessional education.Crossref | GoogleScholarGoogle Scholar | 31366252PubMed |
[11] Hanna E, Soren B, Telner D, et al. Flying blind: the experience of online interprofessional facilitation. J Interprof Care 2013; 27 298–304.
| Flying blind: the experience of online interprofessional facilitation.Crossref | GoogleScholarGoogle Scholar | 23002787PubMed |
[12] Khalili H. Online interprofessional education during and post the COVID-19 pandemic: a commentary. J Interprof Care 2020; 34 687–90.
| Online interprofessional education during and post the COVID-19 pandemic: a commentary.Crossref | GoogleScholarGoogle Scholar | 32674721PubMed |
[13] Hayward BM. Rethinking resilience: reflections on the earthquakes in Christchurch, New Zealand, 2010 and 2011. Ecol Soc 2013; 18 37
| Rethinking resilience: reflections on the earthquakes in Christchurch, New Zealand, 2010 and 2011.Crossref | GoogleScholarGoogle Scholar |
[14] Blaschke LM. Using social media to engage and develop the online learner in self-determined learning. Res Learn Technol 2014; 22 1–23.
| Using social media to engage and develop the online learner in self-determined learning.Crossref | GoogleScholarGoogle Scholar |
[15] Evans C. Twitter for teaching: Can social media be used to enhance the process of learning? Brit J Educat Technol 2014; 45 902–15.
| Twitter for teaching: Can social media be used to enhance the process of learning?Crossref | GoogleScholarGoogle Scholar |
[16] Weiser Friedman L, Friedman H. Using social media technologies to enhance online learning. J Educators Online 2013; 10 1–22.
| Using social media technologies to enhance online learning.Crossref | GoogleScholarGoogle Scholar |
[17] Glassberg E, Nadler R, Erlich T, et al. A decade of advances in military trauma care. Scand J Surg 2014; 103 126–31.
| A decade of advances in military trauma care.Crossref | GoogleScholarGoogle Scholar | 24737850PubMed |
[18] Mabry R, McManus JG. Prehospital advances in the management of severe penetrating trauma. Crit Care Med 2008; 36 S258–66.
| Prehospital advances in the management of severe penetrating trauma.Crossref | GoogleScholarGoogle Scholar | 18594251PubMed |
[19] Williamson K, Ramesh R, Grabinsky A. Advances in prehospital trauma care. Intl J Crit Ill Inj Sci 2011; 1 44–50.
| Advances in prehospital trauma care.Crossref | GoogleScholarGoogle Scholar |
[20] Lombe D, Sullivan R, Caduff C, et al. Silver linings: a qualitative study of desirable changes to cancer care during the COVID-19 pandemic. Ecancermedicalscience 2021; 15 1202
| Silver linings: a qualitative study of desirable changes to cancer care during the COVID-19 pandemic.Crossref | GoogleScholarGoogle Scholar | 33889211PubMed |
[21] Lockee BB. Online education in the post-COVID era. Nat Electron 2021; 4 5–6.
| Online education in the post-COVID era.Crossref | GoogleScholarGoogle Scholar |
[22] Reale F. Mission-oriented innovation policy and the challenge of urgency: lessons from Covid-19 and beyond. Technovation 2021; 107 102306
| Mission-oriented innovation policy and the challenge of urgency: lessons from Covid-19 and beyond.Crossref | GoogleScholarGoogle Scholar |
