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Emergency medicine residents’ beliefs about contributing to an online collaborative slideshow

  • Patrick M. Archambault (a1) (a2), Jasmine Thanh (a3), Danielle Blouin (a4), Susie Gagnon (a2), Julien Poitras (a2) (a3), Renée-Marie Fountain (a5), Richard Fleet (a1) (a2), Andrea Bilodeau (a6), Tom H. van de Belt (a7) and France Légaré (a1) (a8) (a9)...
Abstract
Abstract Objective

Collaborative writing applications (CWAs), such as the Google DocsTM platform, can improve skill acquisition, knowledge retention, and collaboration in medical education. Using CWAs to support the training of residents offers many advantages, but stimulating them to contribute remains challenging. The purpose of this study was to identify emergency medicine (EM) residents’ beliefs about their intention to contribute summaries of landmark articles to a Google DocsTM slideshow while studying for their Royal College of Physicians and Surgeons of Canada (RCPSC) certification exam.

Method

Using the Theory of Planned Behavior, the authors interviewed graduating RCPSC EM residents about contributing to a slideshow. Residents were asked about behavioral beliefs (advantages/disadvantages), normative beliefs (positive/negative referents), and control beliefs (barriers/facilitators). Two reviewers independently performed qualitative content analysis of interview transcripts to identify salient beliefs in relation to the defined behaviors.

Results

Of 150 eligible EM residents, 25 participated. The main reported advantage of contributing to the online slideshow was learning consolidation (n=15); the main reported disadvantage was information overload (n=3). The most frequently reported favorable referents were graduating EM residents writing the certification exam (n=16). Few participants (n=3) perceived any negative referents. The most frequently reported facilitator was peer-reviewed high-quality scientific information (n=9); and the most frequently reported barrier was time constraints (n=22).

Conclusion

Salient beliefs exist regarding EM residents’ intention to contribute content to an online collaborative writing project using a Google DocsTM slideshow. Overall, participants perceived more advantages than disadvantages to contributing and believed that this initiative would receive wide support. However, participants reported several barriers that need to be addressed to increase contributions. Our intention is for the beliefs identified in this study to contribute to the design of a theory-based questionnaire to explore determinants of residents' intentions to contribute to an online collaborative writing project. This will help develop implementation strategies for increasing contributions to other CWAs in medical education.

Résumé Objectif

Les applications d’écriture collective (AEC), telles que la plateforme Google DocsTM, peuvent améliorer l’acquisition des compétences, la conservation du savoir et la collaboration en formation médicale. Ainsi, les AEC utilisées à l’appui de la formation donnée aux résidents offrent de nombreux avantages, mais la contribution au contenu relève du défi. L’étude décrite ici avait pour but de recueillir l’opinion des résidents en médecine d’urgence (MU) sur leur intention de présenter des résumés d’article novateur dans un diaporama Google Docs pendant qu’ils se préparaient à leur examen de certification du Collège royal des médecins et chirurgiens du Canada.

Méthode

Les auteurs, s’appuyant sur la théorie du comportement planifié, ont interrogé des résidents sortants en MU, en voie d’obtenir leur certificat du Collège royal sur leur intention de contribuer à un diaporama. Les premiers ont posé des questions aux seconds sur leur opinion concernant leurs croyances comportementales (avantages/inconvénients), leurs croyances normatives (groupes de référence favorables/défavorables) et leurs croyances de contrôle (obstacles/facteurs facilitants). Deux examinateurs ont procédé, chacun de leur côté, à une analyse qualitative du contenu à partir de la transcription des entrevues, afin d’en dégager les croyances saillantes en lien avec les comportements définis.

Résultats

Vingt-cinq résidents en MU sur une possibilité de 150 ont participé à l’étude. Le principal avantage mentionné de la contribution au diaporama en ligne était l’affermissement de l’apprentissage (n=15), tandis que le principal inconvénient était la surcharge d’information (n=3). Quant aux groupes de référence favorables, c’est celui des résidents sortants en MU, en voie de passer leur examen de certification du Collège royal qui a été mentionné le plus souvent (n=16). Peu de participants (n=3) ont fait état de groupes de référence défavorables. Le facteur facilitant mentionné le plus souvent était l’information scientifique de qualité évaluée par les pairs (n=9) et l’obstacle mentionné le plus souvent, les contraintes de temps (n=22).

Conclusions

Il se dégage de l’étude des croyances saillantes quant à l’intention des résidents en MU de contribuer au contenu d’un projet d’écriture collective en ligne, à l’aide d’un diaporama Google DocsTM. Les répondants ont perçu, dans l’ensemble, plus d’avantages que d’inconvénients à la contribution au contenu et ils étaient d’avis que l’initiative recevrait un large appui. Toutefois, les participants ont relevé plusieurs obstacles qu’il faudrait aplanir pour accroître la contribution. Les auteurs ont l’intention, à partir des opinions exprimées dans l’étude décrite ici, de participer à l’élaboration d’un questionnaire fondé sur la théorie, qui permettrait d’examiner les déterminants de l’intention des résidents de contribuer à un projet d’écriture collective en ligne. L’exercice aidera à l’élaboration de stratégies de mise en œuvre visant à accroître la contribution des étudiants à d’autres AEC en formation médicale.

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Copyright
Corresponding author
Correspondence to: Patrick M. Archambault, CSSS Alphonse-Desjardins (CHAU de Lévis), 143, rue Wolfe, Lévis, Canada, G6V 3Z1, patrick.m.archambault@gmail.com
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