Perceptions of Nigerian Physiotherapists Regarding Online Learning for Continuous Professional Development

Abstract

Background of the Study: Continuing professional development (CPD) involves learning activities directed at building competence and confidence of healthcare professionals to perform their duties effectively. In recent times, the mode of delivery of CPD has changed from physical classroom to online platforms. Online delivery of CPD however has been reported to face some challenges, particularly in low and middle-income countries, including the language of instruction and lack of adequate ICT infrastructure. Aim of Study: The study investigated the perceptions of Nigerian Physiotherapists regarding Online delivery and barriers to online delivery of CPD training platforms. Materials and Methods: The cross-sectional study recruited 74 licensed Physiotherapists working in various health institutions in Nigeria. Data on perception about Online learning for CPD was obtained using already validated instrument adopted from previous study. Data were summarized using descriptive statistics of percentage and frequency distribution. Inferential statistics of Chi square was used for test of association among variables. Alpha level was set at 0.05. Results: The result shows that 90.5% of respondents had CPD attendance within the year. 35.1% had online mode of delivery, 33.8% face to face while 31.1% had blended mode of delivery. The result also showed 87.8% preferred face to face mode of delivery, 51.4% preferred blended, while. 45.9% preferred online mode of delivery for future CPD. Furthermore, lack of fast and stable internet connection, adequate technical support to support online learning initiative, lack of funds for online learning and lack of direct support from the senior management were the most recognized barrier to adoption of online learning for CPD. Conclusion: Nigerian physiotherapists have a good perception and attitudes towards continuous professional development however, majority preferred face to face mode of CPD delivery. Lack of institutional policy for online learning development for CPD, lack of leaders supports and incentives for healthcare staff were the major barriers identified towards adoption of online learning for CPD.