You said, we did

Learner feedback is a two-way process and central to the ongoing development of the EASD e-Learning platform. Dr Gillian Manning, EASD e-Learning’s Clinical Education Lead, reports on activities in this area over recent months.

This update highlights some of the feedback we have received from you in the last few months. We also wanted to let you know what action we’ve taken in response to your feedback. If there is anything else you would like to know or if you have feedback you would like to share with us, do get in touch. We would be particularly interested to hear how you are applying learning from our modules to your own practice.

Continuing professional development (CPD) accreditation

Many learners ask whether CPD points are available for completing one of our modules. We are pleased to report that since we first gained educational accreditation from the UK’s Royal College of General Practitioners (RCGP) for seven of our modules back in October last year, a further three modules have been accredited. These are:

• Hypoglycaemia module 2: Hypoglycaemia in older people
• Real-world evidence module 1: An Introduction to real-world evidence
• Technology and type 1 diabetes module 1: The basics of insulin pumping

We are currently preparing to submit a further 10 modules for accreditation by the UK’s Royal College of Physicians (RCP). Applications to other organisations are also planned.

Recent learner feedback

Your feedback highlighting which parts of a module were most useful and which could be improved continues to be monitored on a monthly basis. This feedback is included in our periodic review process. Any errors in content that you identify are reviewed by the e-Learning team and action is taken to correct errors as soon as possible. We are continuing to develop our systems to speed up our response to any errors in content or technical issues learners identify.

Case studies

In response to feedback, back in November 2021 we began adding more case studies to our modules, with the aim of ensuring that each of our 75 modules includes at least two case studies. We are also gradually strengthening the end-of-module assessments, which will include more case-based, multiple-choice questions.

Accessing end-of-module assessments

We occasionally receive feedback that a learner is unable to access the end-of-module assessment. The reason is usually because not all of the screens of learning have been completed. The assessment will not appear until all screens have been marked ‘complete’. .

Your 2021 feedback in summary

Number crunchers

• 274 learners completed a learner feedback form in 2021
• 120 of the learners completed the new, shorter form introduced mid-way through the year
• When asked “Overall, how would you rate your satisfaction with module”:
  • 84% reported being very satisfied
  • 15% reported being satisfied
  • 1% reported being unsatisfied
  • 0% reported being very unsatisfied
• 97% of learners reported that the module was at the right level for their current knowledge and experience

Applying your learning

Learners highlighted many examples of how they were intending to apply the knowledge gained from an e-learning module in their practice including:

Guidelines and communication with patients:

“I will add some of the information about it (DKA) to our hospital guidelines”  (Diabetic ketoacidosis)

“I will be able to provide better feedback to pump patients” (Technology and type 1 diabetes)

Screening:

“I will consider how to incorporate newer and more effective ways of screening for peripheral neuropathy into our checks of people with T2DM” (Diabetic peripheral neuropathy)

“I will screen children earlier” (Diagnosis of type 1 diabetes)

Investigations and diagnosis

“I will try and diagnose diabetic peripheral neuropathy (DPN) earlier and use of point of care devices in our hospital” (Diabetic peripheral neuropathy)

“I will be careful to take the urine samples from the patients in the right circumstances or repeat the test for confirmation” (Diabetes and the Kidney)

Non-pharmacological approaches to management:

“I will explain the importance of weight loss to patients with NAFLD and ensure they are all seen by a dietician” (Non-alcoholic fatty liver disease)

“I will advise more about physical activity” (Insulin Resistance)

“I will assess the risk for the fear of hypoglycemia and measure it” (Hypoglycaemia)

Pharmacological approached to management:

“I will be aware of the importance of intensifying therapy early (Therapeutic inertia)

“I will consider all of the benefits of GLP1 RA and not only glycemic control” (GLP-1 receptor agonists)

“I will consider precautions for the use of SGLT2 inhibitors and consider this class in people with high CVD risk or established CVD” (SGLT-2 inhibitors)

Research and teaching:

“I will apply more of this metric in my research” (Time in range)

“I will use the explanation of stages and DKA when teaching others and the people I see” (Technology and type 1 diabetes)

Any opinions expressed in this article are the responsibility of the EASD e-Learning Programme Director, Dr Eleanor D Kennedy.