You said, we did
Listening and responding to feedback from our learners continues to be at the forefront of ensuring the EASD e-Learning programme is up-to-date, evidence based and meets the needs of our learners. It is also important that you know your feedback is taken seriously.
We have regularly received feedback from learners asking for continuing professional development (CPD) points for the modules they successfully complete. Further to our previous update, we have now been awarded educational accreditation for seven of our modules by the UK’s Royal College of General Practitioners (RCGP) – the professional membership body for GPs in the UK. We will be applying for accreditation of further modules by the RCGP in the coming months.
Educational resources accredited by the RCGP are considered to be of high quality and relevant for general practitioners’ CPD and revalidation needs. Accreditation follows an independent assessment of these modules’ quality, judged against the standards set by the RCGP. The accredited modules are:
- Non-alcoholic fatty liver disease, Module 1
- NAFLD – epidemiology, pathophysiology and diagnosis
- Diabetes and the kidney, Module 1
- Overview of diabetes and the kidney
- Management of hyperglycaemia in type 2 diabetes, Modules 1 and 2
- ADA/EASD 2018 consensus report
- ADA/EASD 2019 update
- Hypoglycaemia, Module 1
- Reducing hypoglycaemia
- Insulin resistance, Module 1
- Insulin resistance, the metabolic syndrome and type 2 diabetes
- Phenotypic variability, Module 1
- Phenotypic variability in type 2 diabetes
Over the next year we will be looking to secure educational accreditation from other international organisations and we will be amending the certificate of completion to reflect the accreditation and CPD points for each accredited module.
We have had feedback from a number of learners highlighting case studies/clinical scenarios as being one of the most useful parts of a module (e.g. “Case studies were very helpful with diagnoses the patients and using of current medications”) and feedback asking for case studies in each module. In order to address this feedback we began working with our assessment setters asking them to write case studies for modules where they had not been added when the module was launched. We are also aiming to include at least two case studies in all of our new modules. This is a major project for us and we hope it will be completed by Spring 2022.
Periodic review of courses and modules: The value of learner feedback
As part of our process for keeping modules up to date, we have a periodic review process for each course, usually undertaken on a three-year rolling cycle based on the launch date of the first module in a course. However, there is flexibility to trigger the process earlier on receipt of feedback and/or the publication of new research or guidelines which is judged to necessitate a major amendment to a current module or development of a new module. Minor amendments, for example typographical errors, change to a module title or change to correct a minor error in content accuracy will be made as quickly as possible following receipt of feedback.
A key part of the periodic review process is learner feedback, which is included in the documentation and reviewed by the module authors to influence changes in content, delivery and assessment.
Please continue to provide us with your feedback when you complete a module by clicking on the green button that appears on the left hand side of the screen and links to a short questionnaire.
Communication and reporting problems
We have received feedback saying: “It would be useful to have a support center where any participant can ask for information or claim any problem with the course”.
To address this, back in May 2021 we introduced a new feedback system, which has separate buttons for different types of enquiry, as shown below: