How health professionals maintain and update their professional knowledge in a self-directed learning context

Abstract

Abstract Background. Given the changes in the current learning environment health professionals are facing major challenges to keep abreast of current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is skill central to competent health professionals and describes a process in which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold. Design. A qualitative, exploratory approach based on four research questions was used to gain an understanding of how skilled health professionals maintain and update their professional knowledge. Twenty-six neurosurgeons completed a semi structed interview within the University Hospital of Bern. Results. One of the main findings is the differences between health professionals in what strategies they employ to conduct SDL, which is ultimately compounded by their level of experience. All participants recognised that new or alternative learning strategies are necessary to manage this new learning landscape, and for many in particular the use of learning digital tools. However, many were unsure how to change their current behaviour. Conclusion. The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks and are all vital in managing the ever-changing learning environment.