Predictors of Attrition for a Sexual Assault Forensic Examiner (SAFE) Blended Learning Training Program. Issue 2 (April 2015)

• Record Type: Journal Article
• Authors: Patterson, Debra; Resko, Stella
• Is Part Of: Journal of continuing education in the health professions. Volume 35:Issue 2(2015:Spring)
• Page Start: 99
• Page End: 108
• Publication Date: 2015-04
• Subjects: Medicine -- Study and teaching (Continuing education) -- Periodicals; Paramedical education -- Periodicals; Medical education -- Periodicals; 610.7
• DOI: 10.1002/chp.21277
• Languages: English
• ISSNs: 0894-1912

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <sec id="chp21277-sec-0010" sec-type="section"> <title>Introduction</title> <p>Participant attrition is a major concern for online continuing education health care courses. The current study sought to understand what factors predicted health care professionals completing the online component of a sexual assault forensic examiner (SAFE) blended learning training program (12‐week online course and 2‐day in‐person clinical skills workshop).</p> </sec> <sec id="chp21277-sec-0020" sec-type="section"> <title>Methods</title> <p>The study used a Web‐based survey to examine participant characteristics, motivation, and external barriers that may influence training completion. Hierarchical logistic regression was utilized to examine the predictors of training completion, while the Cox proportional hazards (Cox PH) regression model helped determine the factors associated with the timing of participant attrition.</p> </sec> <sec id="chp21277-sec-0030" sec-type="section"> <title>Results</title> <p>Results show that 79.3% of the enrolled professionals completed the online component. The study also found that clinicians who work in rural communities and those who were interested in a 2‐day clinical skills workshop were more likely to complete the online course. In terms of when attrition occurred, we found that participants who were motivated by the 2‐day clinical workshop, those who worked in a rural community, and participants interested in the training program because of its online nature were more likely to complete more of the online course.</p> </sec> <sec id="chp21277-sec-0040" sec-type="section"> <title>Discussion</title> <p>Blending an online course with a brief in‐person clinical component may serve as a motivator for completing an online course because it provides the opportunity to develop clinical skills while receiving immediate feedback. Participant attrition appears to be less of a concern for rural clinicians because this modality can reduce their barriers to accessing continuing education.</p> </sec> </abstract>