Assessing the impact of a digital diagnostics webinar on pharmacists’ knowledge and training needs: an educational evaluation

Abstract Introduction The Northern Ireland Centre for Pharmacy Learning and Development (NICPLD) provides workforce development programmes and continuing professional development (CPD) opportunities for the pharmacy profession in Northern Ireland (NI). NICPLD has identified digital skills training as a priority for their CPD programme, aligning with the national digital health and social care plan, and the All-Ireland Digital Capability Framework, which support a digitally skilled workforce to deliver safe, effective and person-centred care, and extend digital health development.[1,2] Aim To evaluate the impact of a digital diagnostics training webinar on pharmacists’ understanding, confidence, and intended practice with respect to the use of related tools, and to identify their ongoing training needs. Methods A 1.5-hour digital diagnostics webinar was developed for NI pharmacists, exploring the use of using digital diagnostic tools, their integration into practice, and patient support. The webinar was promoted via NICPLD newsletters and digital channels. It was evaluated via an anonymous self-completed online questionnaire containing Likert-scale items assessing changes in participants’ understanding and confidence and intended onward use of digital diagnostic tools. Multiple-choice and multi-select questions explored the use of digital diagnostic tools, their integration, and preferred areas for future CPD in related areas. Data were analysed descriptively. Results Fourteen (40%) attendees completed the post-webinar evaluation. On a five-point Likert scale (strongly disagree to strongly agree), all respondents (n = 14, 100%) agreed or strongly agreed that the webinar improved their understanding of digital diagnostic tools, increased their confidence in discussing them, and increased their awareness of related professional development frameworks. Most respondents agreed or strongly agreed that they were more aware of key considerations when using such tools (n = 13, 93%) and knew where to obtain information or guidance about using or recommending them (n = 13, 93%). In addition, 13 respondents (93%) reported being more likely to promote appropriate digital tools to patients. Twelve respondents (86%) agreed or strongly agreed that they felt more confident interpreting data from these tools. With respect to ongoing learning needs, 13 respondents (93%) indicated that training in the following areas would be beneficial: relevant digital health regulation, emerging areas of practice (e.g. artificial intelligence), along with a desire for further training in the use of digital diagnostic tools. All respondents requested more guidance on implementation of digital health in practice (such as via case studies). Conclusion The described digital diagnostics training appeared to be valuable and have a positive impact on attendees’ practice. Study strengths include the collation of useful data which reinforces key areas of importance for retention within further iterations of this training, and moreover, identifies future training needs in other areas of digital health (with this data being transferable to other healthcare contexts). Limitations centre on the small sample size. In terms of implications, and for digital implementation and integration into pharmacy practice to be successful, guidance and policies will need to be developed by key organisations such as the NI Department of Health, and related healthcare regulators. Pharmacy education organisations should continue to develop approaches to support current and future pharmacists with their learning in this area.