Addressing the hiatus of learning incentives for prevocational doctors: continuing medical education points for interns

Abstract

To describe the development and uptake of a new self-directed learning program for interns, and to evaluate interns' attitudes towards the program. Using design-based research methodologies, a facility education program was developed to provide flexible learning options, complement the situated learning that occurs at the bedside and foster the development of self-directed and self-regulated learning behaviour. From 2008 to 2010, interns at a large regional Australian hospital (Townsville Hospital) were required to accrue a minimum 100 continuing medical education (CME) points. Mean number of CME points accrued per intern and attitudes of interns towards the CME points system. A total of 30, 39 and 59 interns participated in the program during 2008, 2009 and 2010, respectively. The mean number of points accrued by interns increased from 114 points (range, 60-168; median, 113) in 2008 to 132 points (range, 85-298; median, 127) in 2010. There was a corresponding decrease in failure to accrue 100 points, from 20% of interns (6/30) in 2008 to 8% of interns (5/59) in 2010. Evaluations showed that the majority of interns (surveyed at the end of 2009 [n = 22] and 2010 [n = 46]) liked the flexible learning options of the CME points system, and also felt that the professional development helped them gain better knowledge and skills and develop as a clinician. However, about half of them felt pressured to accrue points. A CME points system is acceptable to and used by interns. This system has the flexibility to be expanded to other junior doctor years and implemented in all Australian facilities to ensure that self-directed and self-regulated learning occurs across the entire prevocational continuum.