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A Systems Approach to Understanding Barriers and Facilitators to Faculty Retention at Paediatric Epilepsy Training Courses
Developmental Medicine and Child Neurology ; 65(Supplement 1):49-50, 2023.
Article in English | EMBASE | ID: covidwho-2230511
ABSTRACT

Objectives:

The British Paediatric Neurology Association delivers three Paediatric Epilepsy Training courses (PET) to improve epilepsy care. It uses a global volunteer trained faculty of 400 trainers across 15 countries. The move to online courses, partially driven by COVID-19, has further focussed attention on faculty retention. This study used the Systems Engineering Initiative for Patient Safety (SEIPS) model to identify barriers and facilitators for faculty trainers, comparing face-to-face and online course delivery. Method(s) A questionnaire was distributed to 375 UK and international faculty members (n = 55) and participants were invited to follow-up semi-structured interviews (SSI) (n = 5). Questionnaire responses allowed quantitative analysis and comparison with a 2016 BPNA internal Faculty Motivation Report. Thematic analysis using the six elements of the SEIPS model was utilised for SSIs and questionnaire free text. Result(s) Faculty across countries stated their primary motivation to improve care of children with epilepsy, as in 2016. Most faculty trainers preferred face-to-face courses, with one country faculty the exception. Facilitators to retention at face-to-face courses were 'internal environment', 'tasks', and 'persons'. Faculty appreciated the environment, which facilitated networking and questions, additionally enhancing their own practice. Barriers were 'organisation', and 'tasks', primarily time demands, and the burden of travel. At online courses, barriers of time and travel were lessened, facilitating teaching. However, some found technology challenging, particularly those with less online experience. 'Internal environment' online was a barrier, with less connection to colleagues and learners. Some found that while courses remained valuable, they were less enjoyable. Conclusion(s) While PET courses run online appear to be popular with participants, the same may not be as true for faculty trainers. This may have implication for future faculty retention upon which the BPNA short courses are reliant.
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Full text: Available Collection: Databases of international organizations Database: EMBASE Type of study: Cohort study / Observational study / Prognostic study / Qualitative research Language: English Journal: Developmental Medicine and Child Neurology Year: 2023 Document Type: Article

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Full text: Available Collection: Databases of international organizations Database: EMBASE Type of study: Cohort study / Observational study / Prognostic study / Qualitative research Language: English Journal: Developmental Medicine and Child Neurology Year: 2023 Document Type: Article