You said, we did

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. Suzie Normanton, EASD e-Learning’s Accreditation and Feedback 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.

May 2022 to August 2022

Some 51 learner feedback forms were submitted. The table below compares the module level and learner satisfaction over two time periods – from May 2022 to August 2022 and from May 2021 to August 2022. Learner feedback demonstrates that in the last four months the majority of learners were happy with the module they studied.

Questions	All courses May 22 to Aug 22	All courses May 21 to Aug 22
Was the module content at the right level for your current knowledge and experience? Yes or No (% = learners responding who responded ‘yes’)	98%	98%
Overall, how would you rate your satisfaction with this module? (% = learners responding who were very satisfied or satisfied)	100%	99%

Which parts of the modules were most useful?

• 61% of the feedback forms we received reported that all parts of the module were useful

Qualitative feedback included the following comments:

• I enjoyed the presentation. The lecture and transcript format were helpful in review (Lifestyle intervention: M1)
• Breakdown into small useful parts, ability to reinforce learning through small aspects repeated during the module (Management of hyperglycaemia: M1)
• All of them especially research (Therapeutic inertia: M1)
• The short videos really helped explain the though process for the data shown alongside (Lifestyle intervention: M1)
• Evidence from various studies like counter balance DiRECT study etc (Lifestyle intervention: M1)
• Succinct and pitched correctly with enough depth (Insulin resistance M1)
• Reinforced prior learning (Gestational diabetes mellitus: M1)
• Medications and contraindications (Diabetic neuropathy: M1)
• Cases (Therapeutic inertia: M1 and Management of hyperglycaemia: M1)

How could our modules be improved?

Of the 51 forms, received 34 stated that no improvements were needed.

Content suggestions for improvement are usually reviewed as part of the periodic review process. Over the last four months feedback has included the following suggestions:

• More information about diet (constraints) and composition for formula diet (Lifestyle intervention: M1)
• More case studies (Gestational diabetes mellitus: M1)
• More about the prevalence of diabetes in other developed countries (The pathogenesis of type 1 diabetes: M1)
• Clearer layout of medication doses, etc. alongside contraindications (Diabetic Neuropathy: M1)
• More algorithm pictures (Diabetic ketoacidosis: M1)
• Current research updates (Diabetes and the kidney: M1)
• None really, I do always like to hear of patient experiences though (Lifestyle intervention: M1)

Clinical application of learning

One type of feedback we are always particularly interested to receive is information about 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.

Learners commented that they would:

• Be better able to discuss gestational diabetes mellitus (GDM) with women. Have downloaded the app which will be handy for information and can be recommended to women. (Gestational diabetes mellitus: M1)
• Explain to patients what is important to do (Lifestyle intervention: M1)
• Look at multiple oral medication regimes differently (Lifestyle intervention: M1)
• Certainly improve vigilance in scoping for patterns of metabolic syndrome, I already apply principles of cardiovascular disease (CVD) risk reduction (Insulin resistance M1)
• Manage my DKA patients more efficiently in the future with the help of this module. (Diabetic ketoacidosis: M1)

CPD educational accreditation update

Currently, 14 of our modules have gained educational accreditation from the UK’s Royal College of General Practitioners (RCGP) and the process of the required submission for reaccreditation after 12 months is on-going. We have also submitted an application for accreditation for some of our modules to the UK’s Royal College of Physicians. We are currently exploring opportunities for international accreditation, endorsement and recognition.

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.