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30th June 2022
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Learner feedback helps to ensure that the EASD e-Learning programme is up to date, evidence based and meets the needs of learners. It is also important that learners know their feedback is taken seriously. Dr Gillian Manning, EASD e-Learning’s Clinical Education Lead, reports on the feedback we’ve received over recent months – and what’s been done to address it.

The e-Learning team aims to review learner feedback it receives from learners who complete the module feedback form or email us via [email protected] every two to three working days. We try to respond as quickly as possible to resolve reports of technical or content issues and to keep the person providing feedback informed of our actions.

To help create a better, more engaging user experience and in response to your feedback, over the last three months we have:

  • Included at least two self-assessed case studies in each of the new modules launched in February, March and April
  • Added opportunities for active learning and self-assessed knowledge tests within new modules
  • Set many of the end-of-module multiple choice questions in a clinical context to support the clinical application of learning
  • Continued to upgrade all of our 79 modules to meet the same standards

How could our modules be improved?

Here are some of the key points of feedback we have received over the last quarter of 2022 – together with actions we have taken to address them.

‘Could you provide more information on very low calorie diets (VLCD)?’
Information on VLCDs was included in the module launched in April, ‘Understanding the causes of type 2 diabetes and how to achieve remission’

‘Could you include more pictures and real cases, case studies or case discussions?’
We are working to strengthen this aspect of our work. All our new modules now include at least two case studies and those launched between March and June 2022 included three or four. Other projects focused on case studies are currently in development

‘Please provide more specific information on how to use drugs in pregnancy and on dose adjustment of insulin during pregnancy’
These topics will be included in the updating of our two pregnancy-related courses -Gestational Diabetes Mellitus and Pregestational diabetes in pregnancy. These have already been refilmed and are due to be relaunched later this year

‘Can you provide downloadable PowerPoint slide sets of the module content?’
We do supply downloadable PDFs of certain key graphics – particularly those with small text or complex layouts where users may need to enlarge content for better legibility. However, the content is not held on our system in a PowerPoint format

Clinical application of learning

One type of feedback we are always particularly interested in receiving is how learners plan to apply what they have learnt from a module to their own practice. Here are some of the examples we’ve received in recent months.

I will…

  • Search for other microvascular complications in patients with diabetic kidney disease
  • Consider referral to a nephrologist when needed
  • Apply the frequency of monitoring guidelines
  • Teach sick-day rules to prevent diabetic ketoacidosis (DKA)
  • Choose the right patients for continuous subcutaneous insulin infusion (CSII)
  • Improve communication with patients at diagnosis and diabetic review appointments
  • Evaluate patients planning to perform Hajj
  • Encourage others to undertake this course
  • Explain the benefits of exercise for prevention and management of type 2 diabetes
  • Continue to work with patients trying to prevent diabetes by giving lifestyle advice and signposting, referrals for weight-loss programmes, etc.
  • Apply this latest knowledge and skills in my daily practice for better management of diabetic foot
  • Apply suggested treatment, prevention and approach with my patients with non-alcoholic fatty liver disease (NAFLD)

New launches

So far in 2022, we have launched the following courses and modules:

CPD accreditation update

One question learners have repeatedly asked us over the years is whether CPD points are available for completing our modules. So it was with great pleasure that we were able to report having gained educational accreditation from the UK’s Royal College of General Practitioners (RCGP) for 10 of our modules back in 2021. Since we last reported back to you on this issue, a further three modules have been accredited – enabling you to earn CPD points while you learn from 13 of our modules.

The newly accredited modules include:

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.

Keeping modules up to date and relevant

We often receive feedback from learners asking for updates to some of our modules. Our periodic review cycle is designed to keep courses and modules up to date – and learner feedback forms part of that review process. We make minor updates within our modules in response to feedback from learners, as well as from authors, assessment setters and expert reviewers.

For some courses, we add additional modules to cover important new evidence, as illustrated by the new modules in the Diabetes and Ramadan and the SGLT-2 inhibitor courses. In 2022 we have already re-filmed and updated six modules in our Gestational diabetes mellitus and Pregestational diabetes in pregnancy courses, which will be relaunched later this year. We will also be restructuring and updating the SGLT-2 inhibitor course, with re-filming planned within the next four months.

Please do continue to send us your feedback, either by filling in the learner feedback form when you complete a module or directly via: [email protected]

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