Predictors of health professionals’ satisfaction with continuing education: A cross-sectional study

Muñoz-Castro, Francisco Javier; Valverde-Gambero, Eloisa; Herrera-Usagre, Manuel

doi:10.1590/1518-8345.3637.3315

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Revista Latino-Americana de Enfermagem

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Original Article • Rev. Latino-Am. Enfermagem 28 • 2020 • https://doi.org/10.1590/1518-8345.3637.3315 copy

Predictors of health professionals’ satisfaction with continuing education: A cross-sectional study^* * This article refers to the call “Educational technologies and innovative teaching methods in the training of human resources in health”.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Objectives:

to verify which organizational, methodological, and resource-related characteristics of Continuing Health Education (CHE) help to best predict the professionals´ satisfaction.

Method:

a cross-sectional study with multivariate logistic regressions to predict a high mean satisfaction with different dimensions of educational actions used: Overall satisfaction, Utility, Methodology, Organization and resources, and Teaching Capacity. 25,281 satisfaction questionnaires have been analysed completed by health professionals attending 1,228 training activities in Andalusia (Spain), during the period from March 2012 to April 2015.

Results:

the characteristics that best predict a high overall satisfaction are the following: clinical session type as opposed to the workshop (Odds Ratio [OR]=2.07, p<0.001); face-to-face attendance modality (OR=3.88, p<0.001) or semi-personal-attendance (OR=2.83, p<0.001), as opposed to e-learning; and 1-2 days in duration (OR=2.38, p<0.001) as opposed to those of between 3 and 14 days. A lower number of hours (OR=0.99, p<0.001) and a lower number of professionals (OR=0.98, p<0.05) also increase the probability. Having the educational actions accredited increases the probabilities in the following dimensions: Utility (OR=1.33, p<0.05), Methodology (OR=1.5, p<0.01) and Teaching capacity (OR=1.5, p<0.01).

Conclusion:

the study provides relevant information on aspects that improve professional satisfaction, such as that e-learning activities should improve their content, teaching methods, and styles, or that face-to-face clinical sessions are the type of CHE with the greatest satisfaction.

Descriptors:
Education, Continuing; Personal Satisfaction; Education, Distance; Students, Health Occupations; Staff Development; Clinical Conference

Numeric variables	Mean	Typical deviation	Minimum	Maximum	Median
Number of professionals who have attended	27	24	1	500	24
Number of hours of duration	11	21	1	301	3
Overall Mean	7.89	1.06	2.00	10.00	8.05
Utility Mean	8.39	0.91	2.50	10.00	8.50
Methodology Mean	8.39	0.92	2.00	10.00	8.53
Organization and resources Mean	8.39	0.86	3.80	10.00	8.50
Teaching capacity Mean	8.61	0.81	3.50	10.00	8.70
Categorical variables			Count		%
Accredited education	No		208		16.9%
Accredited education	Yes		1,020		83.1%
Type of education	Workshop		166		13.8%
	Course		462		38.3%
	Clinical session		579		48.0%
Modality of the education	Face-to-face learning		853		70.1%
	E-Learning		111		9.1%
	Blended learning		252		20.7%
Duration in days	1 to 2 days		738		60.1%
	3 to 14 days		201		16.4%
	15 to 50 days		230		18.7%
	More than 51 days		59		4.8%

	Number of professionals	Duration (hours)	Duration (days)	Overall	Utility	Methodology	Organization and resources	Teaching capacity
Number of professionals who have attended	1
Number of hours of duration	0.001	1
Duration of the education (no. of days)	0.008	0.064^* * The correlation is significant at the 0.05 level;	1
Overall Mean	-0.096^† † The correlation is significant at the 0.01 level	-0.081^† † The correlation is significant at the 0.01 level	-0.026	1
Utility Mean	-0.098^† † The correlation is significant at the 0.01 level	-0.033	0.001	0.750^† † The correlation is significant at the 0.01 level	1
Methodology Mean	-0.109^† † The correlation is significant at the 0.01 level	-0.045	0.010	0.798^† † The correlation is significant at the 0.01 level	0.878^† † The correlation is significant at the 0.01 level	1
Organization and resources Mean	-0.076^† † The correlation is significant at the 0.01 level	-0.053	0.000	0.744^† † The correlation is significant at the 0.01 level	0.774^† † The correlation is significant at the 0.01 level	0.841^† † The correlation is significant at the 0.01 level	1
Teaching capacity Mean	-0.125^† † The correlation is significant at the 0.01 level	-0.014	0.022	0.686^† † The correlation is significant at the 0.01 level	0.841^† † The correlation is significant at the 0.01 level	0.831^† † The correlation is significant at the 0.01 level	0.710^† † The correlation is significant at the 0.01 level	1

	Odds Ratio (95% CI)
	Overall	Utility	Methodology	Organization and resources	Teaching capacity
Accredited activity	1.321 (0.923-1.895)	1.328^* * p-value <0.1; (0.952-1.858)	1.502^† † p-value <0.05; (1.064-2.128)	1.291(0.931-1.796)	1.502^† † p-value <0.05; (1.072-2.106)
Workshop type	1	1	1	1	1
Course type	0.499^‡ ‡ p-value <0.01 (0.330-0.755)	0.844 (0.564-1.263)	1.020 (0.673-1.552)	0.925(0.622-1.380)	1.225(0.803-1.862)
Session type	2.075^‡ ‡ p-value <0.01 (1.355-3.175)	1.217 (0.802-1.847)	3.148^‡ ‡ p-value <0.01 (2.053-4.868)	2.105^‡ ‡ p-value <0.01 (1.399-3.189)	0.657^* * p-value <0.1; (0.424-1.010)
E-learning	1	1	1	1	1
Face-to-face learning	3.878^‡ ‡ p-value <0.01 (2.005-7.892)	2.556^‡ ‡ p-value <0.01 (1.424-4.704)	2.824^‡ ‡ p-value <0.01 (1.518-5.407)	1.100(0.634-1.920)	3.547^‡ ‡ p-value <0.01 (1.992-6.451)
Blended learning	2.830^‡ ‡ p-value <0.01 (1.493-5.678)	2.833^‡ ‡ p-value <0.01 (1.618-5.109)	3.449^‡ ‡ p-value <0.01 (1.894-6.515)	1.351(0.806-2.288)	4.394^‡ ‡ p-value <0.01 (2.538-7.784)
From 1 to 2 days	1	1	1	1	1
From 3 to 14 days	0.420^‡ ‡ p-value <0.01 (0.259-0.675)	1.101 (0.707-1.715)	1.338(0.851-2.110)	0.945(0.609-1.465)	0.870(0.547-1.387)
From 15 to 50 days	0.813 (0.484-1.372)	0.888 (0.538-1.467)	0.756(0.449-1.271)	0.787(0.478-1.291)	0.714(0.424-1.199)
More than 51 days	1.712 (0.732-4.082)	1.220 (0.540-2.784)	1.207(0.521-2.791)	0.828(0.365-1.833)	1.161(0.497-2.836)
No. of professionals	0.986^‡ ‡ p-value <0.01 (0.975-0.996)	0.987^† † p-value <0.05; (0.977-0.997)	0.991^* * p-value <0.1; (0.981-1.001)	0.994(0.985-1.003)	0.985^‡ ‡ p-value <0.01 (0.975-0.995)
No. of hours	0.988^* * p-value <0.1; (0.973-0.999)	0.996 (0.984-1.007)	1.001(0.989-1.012)	1.002(0.992-1.013)	1.000(0.989-1.013)
Constant	0.409^† † p-value <0.05; (0.168-0.964)	0.427^† † p-value <0.05; (0.191-0.941)	0.186^‡ ‡ p-value <0.01 (0.079-0.429)	0.556(0.260-1.179)	0.537(0.240-1.190)
N	1,192	1,107	1,106	1,143	1,107
Nagelkerke Pseudo-R2	0.321	0.055	0.143	0.062	0.081
AUC	0.784	0.602	0.680	0.618	0.619

Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo Av. Bandeirantes, 3900, 14040-902 Ribeirão Preto SP Brazil, Tel.: +55 (16) 3315-3451 / 3315-4407 - Ribeirão Preto - SP - Brazil
E-mail: rlae@eerp.usp.br

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[1] Corresponding author: Francisco Javier Muñoz-Castro. E-mail: fjavier.munoz.castro@juntadeandalucia.es. https://orcid.org/0000-0002-2735-9043

Brasil

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Predictors of health professionals’ satisfaction with continuing education: A cross-sectional study* * This article refers to the call “Educational technologies and innovative teaching methods in the training of human resources in health”.

Objectives:

Method:

Results:

Conclusion:

Predictors of health professionals’ satisfaction with continuing education: A cross-sectional study^* * This article refers to the call “Educational technologies and innovative teaching methods in the training of human resources in health”.