Understanding transfer of learning from an online self-directed learning and clinical decision support resource (BMJ Best Practice) for health professions education: a capability approach perspective

ABSTRACT Objective To understand transfer of learning of an online self-directed learning and clinical decision support resource for health professionals (BMJ Best Practice) informed by Sen’s capability approach. Design A semi-structured questionnaire was used to identify the extent to which BMJ Best Practice enabled participants to achieve their valued outcomes and the factors that enabled and constrained their achievement. Setting This study was carried out in a single centre, which is a tertiary care medical institution containing around 1500 inpatient beds. Participants 200 physicians at Air Force Medical Center were invited to take part in this study. 184 physicians completed the online questionnaire. Results 78 percent of physicians felt that BMJ Best Practice enabled them to achieve their valued outcomes and to apply their new knowledge to inform their practice. The main factors that constrained their achievement were technological. Conclusion Sen’s capability approach offers an innovative and useful model to further understand health professions education since it highlights the importance of the learner perspective of valued outcomes, including the difficulties associated with the effective transfer of learning in CPD. Strengths and limitations of this study This is a real-life study based on the experiences of physicians who are directly providing care to patients. The study has strong theoretical foundations – being based as it is on Sen’s capability approach. The study covers the vital subject of the application of medical knowledge in actual practice. The research design is a cross-sectional survey; the study did not investigate whether physicians’ reflections on their valued outcomes and achievements might have changed over time. This study was carried out in a single centre.