Titolo della tesi: E-learning courses at Italian National Institute of Health: characteristic of dropout participants
Abstract
Nordino Sulemane(1, 2), Alfonso Mazzaccara (2).
(1) Department of Public Health and Infectious Diseases, Sapienza University of Rome, Italy
(2) Training Office, Italian National Institute of Health of Rome.
Background. Over the last decades, the number of adults who participate in Continuing Medical Education (CME) through e-learning, has rapidly grown, due to its flexibility. In Italy, healthcare professionals in active clinical practice are required to keep their knowledge up to date, through this scheme.
The main challenges faced are dropouts. Recent CME studies emphasize the dropout rates of 41.6% and retention rate of 58.4%.
Since 2004, the Training Office of the Italian National Institute of Health (ISS), provides CME e-learning courses in public health, using Active and Problem Based Learning (PBL) methodology. The aim of this study was to identify characteristic of dropout participants in e-learning courses delivered during the 2017-2019 CME triennium. To understand factors that underline the dropout rate and consequently, hypothesize actions to improve retention and completion rates.
Methods. Descriptive and inferential statistics were performed. We first analyzed 21 courses (n= 44.630 participants) within the triennium 2017/19. Henceforth, we chose a single course for retrospective analysis. Based on Sung’s logistic regression model, we classified variables into two categories: Motivational and Individual background characteristics. We ran a linear probability model through Stata 14.2, on age, gender, region, type of profession and occupation. Finally, we developed a matrix, based on the 7 steps of PBL, to identify the critical points of participants withdrawal.
Results. On the triennium 2017/19, we found the mean dropout rate of 34% and completion rate of 66%, with a great variability according to the level of interaction, enrolment modality, and accreditation. Based on five points LIKERT scale questionnaire on participants satisfaction into contents of the course, teaching methodology and platform function, out of 44.630, around 26635 (61.6%) who filled in the questionnaire, expressed their satisfaction (4.30 points out of 5) with the applicability of what was learned. In retrospective analysis, out of 11.198 participants, the retention rate was 6356 (56,8%) and dropout rate of 43,2% (n=4842). According to linear probability model, great significance is noted on gender and age. Occupation type seems not to have significant differences in terms of retention (freelancers and unemployed compared to fixed term contract). Between regions and professions, there is a variation in retention.
Conclusions. The results shade a light on key variables may be contributing to dropouts, including critical points at the courses offered by ISS. Relevance seems to be the key factor regarding motivational variables. On the other hand, gender and age seems to play a key role on participants to withdraw either remain in the course. The matrix may be a helpful tool to design an intervention. Given that it clearly shows where participants face challenges, leading them to dropout.