Effect of an Online Continuing Professional Development Course on Physicians’ Intention to Approach a Colleague in Difficulty: Mixed Methods Convergent Study
Notice bibliographique
Résumé
BACKGROUND: Burnout and psychological distress are prevalent among physicians. Peer support appears to play a protective role, yet little is known about training interventions that motivate physicians to approach peers in difficulty, as such effects are often overlooked or assessed using nonvalidated tools. OBJECTIVE: We evaluated the effects of an online continuing professional development (CPD) course designed to increase physicians' intention to approach a colleague in difficulty. METHODS: Physicians who completed a 1-hour asynchronous online CPD course between March 2022 and May 2024 were invited to participate in this mixed methods convergent study. The e-learning course aimed to increase physicians' confidence in approaching colleagues in difficulty by recognizing signs of psychological distress, offering support, and referring them to appropriate resources. Participant characteristics were collected, and behavioral intention to approach a colleague in difficulty along with its determinants were measured pre- and postcourse using the validated CPD-REACTION tool. Differences in mean pre-post intention scores were assessed using 2-tailed paired t tests (n=466) and generalized estimating equations. Factors associated with postcourse intention were examined using multivariate analysis (n=466). Four months later, the proportion of physicians reporting adoption of the behavior was calculated (n=61). Qualitative responses to open-ended questions were analyzed thematically using behavior change models, and behavior change techniques used in the course were identified. Quantitative and qualitative results were triangulated. We reported results following STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) and SRQR (Standards for Reporting Qualitative Research) guidelines for quantitative and qualitative analyses, respectively. RESULTS: =0.22). Four months later, 41% (25/61; 95% CI 28.6%-54.3%) of participants reported having approached a colleague in difficulty. Frequently reported reasons for intention to adopt behavior were beliefs about capabilities, beliefs about consequences, and knowledge. Quantitative and qualitative results converged on beliefs about capabilities but diverged regarding beliefs about consequences. A total of 7 behavioral change techniques were identified in the CPD course: goal setting, increasing competence, planning, persuasive communication, behavior-related information, modeling, and behavioral experiments. CONCLUSIONS: This online CPD course increased physicians' intention to approach a colleague in difficulty. The results highlight beliefs about capabilities as a key determinant of this behavioral intention. The study suggests that online learning has strong potential to raise awareness about peer support and ultimately build a culture of care among health care workers.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,018 | 0,040 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,002 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».