Evaluation of Readiness for the Professional Development of Medical Practitioners in Terms of Distance Learning

Abstract

Nowadays, distance learning provides various benefits like convenience, flexibility, ability to work together and communicate. In Latvia, the professional development of medical practitioners in terms of distance learning is an underdeveloped area, which would require more attention and fulfil one of the strategic objectives of education - promoting lifelong learning. In Latvia, professional development for medical practitioners is still based on traditional educational programme models, this trend is also observed in higher education medical studies. In order to develop the opportunities for medical practitioners to acquire professional development in terms of distance learning, it is essential to understand the readiness of individuals for such a form of study. Readiness in scientific literature is extensively studied in search of the best tool for its evaluation. To acquire knowledge, skills and competences in distance learning studies, participants of the courses need self-motivation, commitment, information, and communication skills. All of these characteristics and skills can affect the effective acquisition of the course. Assessment of distance learning readiness can help distance learning course developers provide the best experience for course participants, anticipate problems and ensure continuity in learning. Taking into account that the author is currently working on developing and implementing distance learning courses for medical practitioners in professional development, assessment of the readiness will help to identify problems for the successful development and implementation of the course. The aim of the study was to assess the readiness of medical practitioners for professional development in terms of distance learning, identifying the factors influencing distance learning. The selected research method is quantitative - a survey. The questionnaire was taken by 247 medical practitioners. The questionnaire included several issues for assessing readiness: motivation, time planning, readiness to use technologies, as well as respondents' experience and attitude to distance learning. The study revealed that distance learning is important and necessary for the professional development of medical practitioners, which is associated with economic benefits. The readiness of medical practitioners is high, 81 % of the respondents have good technological skills and 84 % of the respondents have a high level of motivation to learn. The influential factors the respondents mention in terms of mastering distance learning are as follows: 18 % of time planning problems and 75 % of English language skills. Interactivity, which includes video, audio, self-testing tasks and clinical simulations, is important when developing distance learning courses. Lack of time and time planning are one of the factors influencing distance learning, therefore, student support and advice is an important condition for the realization of any distance learning course.