RESUMEN
Introduction: The Topol Programme for Digital Fellowships in Healthcare is a flagship national programme for digital health aspirants in England. This programme is heavily over-subscribed with applicants, representing a cross section of healthcare professionals interested in a future digital health career. The aim this study was to identify motivations, priorities and experiences of these applicants. Method: Systematic qualitative and semi-quantitative analysis of an entire cohort of anonymised applications to the 2021 Topol Programme for Digital Fellowships in Healthcare were performed. Results: Two-hundred and eighty applications were received from diverse healthcare professional roles. There were limited applications from mental health or social care sectors. Most applicants reported good organisational support from their employers, but limited interaction with senior digital leaders within their organisations. Relatively limited consideration of health inequalities or engagement with industry was noted. Women were statistically significantly more likely to consider health inequality/inequity implications in their applications. Discussion: The analysis offers an insight into motivations, priorities and experiences of the next generation of digital health leaders. There is a need to link aspirants with local digital leaders and to support broader consideration of health inequalities. Supporting such needs and gaps is expected to further help meet recommendations proposed in The Topol Review and contribute to optimising the skills of the future digital health workforce.
RESUMEN
To support the delivery of the UK's 100,000 Genomes Project, Health Education England's Genomics Education Programme developed a suite of resources, including a 3-week Massive Open Online Course (MOOC) on whole genome sequencing via the FutureLearn platform. This MOOC is a synchronous learning event, with course educators and mentors (NHS healthcare science trainees in genomics) facilitating the experience in real time. Crucially, the platform allows participants to interact and learn from each other's experiences. The evaluation of the course was considered from the learners' and mentors' perspectives. Perceptions of course relevance were examined through analysis of learner comments made throughout the course and responses to an end-of-course survey. Evaluation of mentors' experiences focused on how prepared they felt to undertake their role and the value and benefit of their experience. Data was collected through a mixed methods study after the first two runs of the course. Here we present findings from 440 learners who provided end-of-course reflections, 360 learners who completed the post-course survey and 14 mentors who facilitated the course. The course met learners' needs by providing a greater understanding of whole genome sequencing and the application of this technology in healthcare. Learners also highly valued the engagement with mentors. Mentors appreciated the experience and identified areas of professional development gained through the mentoring experience. Our findings show that a team of specialist healthcare course mentors engaging with a range of different healthcare professional MOOC learners in online conversation can enhance the learners' experiences and provide a beneficial continuing professional development opportunity for mentors.
RESUMEN
Syringe drivers are commonly used within palliative care to assist with maintaining adequate symptom control. Two of the most common, the Graseby MS16A and MS26, have been associated with a number of serious clinical incidents which have been linked, in part, to inadequate training. This article reports on the results of an online learning programme on managing syringe drivers in palliative care undertaken by 5380 learners between September 2003 and October 2006. The results show that this flexible form of learning environment is acceptable to learners and can lead to improvements in both knowledge and understanding of palliative care issues. Using an online learning model allows large numbers of learners to be educated at minimal cost to either them or their organisation.