Networked professional development : towards a model for primary care.

Background. Although research has been carried out within higher education circles
little is known about any educational benefits that may result from primary care
professionals engaging in networked learning and what strategies may be used to
overcome barriers to effective learning.
Aim. This research was undertaken to identify specific educational strategies which
may inform educators wishing to support continuing professional development for
healthcare professionals within communication and information technology.
Method. A model of networked learning was developed from the literature and using
the experience of working models elsewhere. The model was implemented and
evaluated over two case studies, and further refined in a third. The evaluation
methodology used action research collecting data from surveys, interviews, observer
participation, electronic text generated bye-mail discussions, and project documents.
Results. Healthcare professionals were able to usefully communicate over a
prolonged period with colleagues about clinical and professional matters, developing
a number of process skills; using e-mail, web and on-line database searching.
Compared to face -to-face small group learning, the added benefit of using e-mail
discussions supported by web based learning resources was being able to use the
method at a place, pace and time of their own choosing whilst still remaining
committed to a shared educational experience. GPs were able to use the educational
material to put to-wards a portfolio (personal learning plan) for accreditation for
PGEA. Specific roles for an on-line facilitator in addition to small group learning skills
were identified. However networked learning is acknowledged to have many
obstacles, eg access, using software, lack of support which will need to be
overcome. Managing a learning environment for CPO for healthcare professionals
involves an integration of the teaching and learning strategy of the host organisation
with a networked learning environment.
Conclusion. A networked learning environment has the potential of supporting
continuing professional development and its assessment with portfolios. For
individual participants much depends on there own learning style, what they feel is
relevant to learn at the time and their own preferences for a learning format. Much
needs to be done to provide the necessary supporting infrastructure and integration
of provision across traditional divides within healthcare education. This research
describes a number of recommendations, which can inform action by educational
stakeholders interested in healthcare education.