ArticleBMC medical education2025
Evaluating the impact of a national virtual continuing professional development program in gynecological oncology: a Kirkpatrick model approach.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionContinuing Professional Development (CPD) is essential for healthcare professionals to maintain and enhance their competencies, particularly in specialized fields such as gynecological oncology. In low- and lower-middle-income countries (LLMICs), access to CPD is often limited, and virtual platforms have emerged as a viable solution to overcome these barriers. This study uses the Kirkpatrick Model to evaluate a national virtual CPD program in gynecological oncology, focusing on participant satisfaction and knowledge acquisition.
methodsA quasi-experimental study was conducted with 104 gynecological oncology specialists and fellows in Iran. The virtual CPD program was delivered via a Moodle-based Learning Management System (LMS) and included multimedia content, interactive modules, discussion forums, and live webinars. Data were collected through pre- and post-course assessments to measure knowledge gains and a post-course satisfaction survey to evaluate participant reactions. Descriptive statistics and paired t-tests were used to analyze the data, with statistical significance set at p < 0.05.
resultsThe Level 1 evaluation revealed high participant satisfaction, with 64.42% reporting that the course content aligned with its objectives, 75% expressing satisfaction with the program's delivery, and 82.69% finding the course facilities highly satisfactory. The Level 2 evaluation demonstrated a statistically significant improvement in knowledge scores from pretest (mean = 37.21, SD = 12.71) to posttest (mean = 42.07, SD = 6.09), with a mean score increase of 4.86 (p < 0.001). The effect size (Cohen's d = -0.416) indicated a small to moderate practical significance.
conclusionThe virtual CPD program effectively engaged participants and enhanced their knowledge, highlighting the potential of online learning platforms to deliver high-quality CPD in resource-constrained settings. Future research should explore the long-term impact of virtual CPD on clinical practice and patient outcomes.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.