1.0 Clinicians in a 3.0 World: An Examination of the Adoption of Technology by Older Healthcare Workers for Professional Learning

Autor/in	D'Epiro, Jo Hanna Friend
Titel	1.0 Clinicians in a 3.0 World: An Examination of the Adoption of Technology by Older Healthcare Workers for Professional Learning
Quelle	(2018), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-7768-6
Schlagwörter	Hochschulschrift; Dissertation; Technology Integration; Adoption (Ideas); Older Workers; Allied Health Personnel; Professional Continuing Education; Medical Education; Information Retrieval; Standards + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ideas; Ideenfindung; Älterer Arbeitnehmer; Berufsfeldbezogener Unterricht; Weiterbildung; Medizinische Ausbildung; Standard
Abstract	With the rapid increase in medical knowledge, the ability to use "point of care" information, and the expectation of transparency in working with patients, practitioners are increasingly compelled to use electronic continuing medical education (eCME). However, despite being less effective, pre-digital practitioners often prefer direct contact with faculty lecturers and taking notes on handouts for formal continuing medical education (CME). As the use of technology for learning inevitably evolves, understanding the process of how professionals adopt it for learning will remain meaningful. The research addressed this issue: How have pre-digital physician assistants continued their professional learning in a digital world? Using a lens of the technology acceptance model and its later iterations as theoretical grounding, qualitative interviews were conducted with a bounded group of nineteen physician assistants who graduated from the same training program from 1979 to 1984 using voice over Internet protocol. The understanding of how pre-digital professionals continue their learning in a digital world can be broken into three themes: (a) individuals who demonstrate a willingness to change adapt their learning practices as technology evolves, (b) motivated learners gravitate toward environments that are rich in devices, programs, and people who encourage their continued use of digitally mediated education, and (c) external requirements from medical professional, governmental, and commercial organizations have rendered the use of technology as mandatory to retrieve authoritative information. The implications of this study were to help individual practitioners and employers more effectively integrate technology into professional learning practices and potentially to influence policy decisions regarding continuing education requirements - both for testing and training and to improve patient care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01