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Introduction <p>The growing demand for student clinical placements has led to increased reliance on clinician educators, many of whom have limited teaching experience. To support these educators effectively, professional development must be tailored to their educational needs and accessibility requirements.</p> Methods <p>A convergent mixed‑methods design was used to develop, trial, and evaluate Learning‑Bytes, a suite of five e‑learning modules for clinical educators. The program was co‑designed with an expert reference group and informed by self‑determination theory and the ADDIE instructional design model to ensure relevance, accessibility, and usability.</p> <p>Program evaluation was guided by the Kirkpatrick Model and incorporated quantitative and qualitative data from surveys (Additional File 2) and focus groups to assess usability and impact on clinical educators’ knowledge, confidence, perceived competence, and behaviours over 12 months. Reporting aligns with the GRAMMS (Good Reporting of a Mixed Methods Study) framework. Clinician educators supervising allied health professional students at our university were eligible to participate.</p> <p>Data analysis included descriptive statistics for quantitative data, traditional content analysis, and inductive thematic analysis for qualitative data. Following threads of key findings through iterative team discussions, an integrated report of findings related to each aim was produced.</p> Results <p>Of 123 participants who enrolled in Learning-Bytes, 64 completed all five Learning-Bytes modules and 32 responded to both enrolment and endpoint surveys. Usability feedback was provided by 49 participants, and 13 attended focus groups. Post-program surveys were completed by 13 participants at six months and 7 at twelve months. Across all timepoints, improvements were observed in knowledge, confidence, competence, and behaviour. Integration of qualitative and qualitative analysis revealed that the program positively influenced educator attributes and practices, encouraged behavioural change, and showed potential to enhance student learning experiences.</p> Discussion <p>Learning-Bytes meets a clear need supporting novice clinical educators feel more confident, competent, and capable in their roles. Flexible, relevant professional development is essential to sustaining a high-quality clinical education workforce amid growing placement demands. The program’s modular structure and rigorous design ensure adaptability to evolving educational needs. Findings suggest that Learning-Bytes not only supports individual educator growth but also showed potential to enhance the student learning experience.</p>

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Development and evaluation of ‘Learning-Bytes’: a mixed methods study of e-learning modules for clinical educator development in allied health professions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Sarah McMullen-Roach,
  • Caroline Fryer,
  • Helen A Banwell,
  • Kitty Pham,
  • Emma Hiscock,
  • Gisela van Kessel,
  • Anna Phillips

摘要

Introduction

The growing demand for student clinical placements has led to increased reliance on clinician educators, many of whom have limited teaching experience. To support these educators effectively, professional development must be tailored to their educational needs and accessibility requirements.

Methods

A convergent mixed‑methods design was used to develop, trial, and evaluate Learning‑Bytes, a suite of five e‑learning modules for clinical educators. The program was co‑designed with an expert reference group and informed by self‑determination theory and the ADDIE instructional design model to ensure relevance, accessibility, and usability.

Program evaluation was guided by the Kirkpatrick Model and incorporated quantitative and qualitative data from surveys (Additional File 2) and focus groups to assess usability and impact on clinical educators’ knowledge, confidence, perceived competence, and behaviours over 12 months. Reporting aligns with the GRAMMS (Good Reporting of a Mixed Methods Study) framework. Clinician educators supervising allied health professional students at our university were eligible to participate.

Data analysis included descriptive statistics for quantitative data, traditional content analysis, and inductive thematic analysis for qualitative data. Following threads of key findings through iterative team discussions, an integrated report of findings related to each aim was produced.

Results

Of 123 participants who enrolled in Learning-Bytes, 64 completed all five Learning-Bytes modules and 32 responded to both enrolment and endpoint surveys. Usability feedback was provided by 49 participants, and 13 attended focus groups. Post-program surveys were completed by 13 participants at six months and 7 at twelve months. Across all timepoints, improvements were observed in knowledge, confidence, competence, and behaviour. Integration of qualitative and qualitative analysis revealed that the program positively influenced educator attributes and practices, encouraged behavioural change, and showed potential to enhance student learning experiences.

Discussion

Learning-Bytes meets a clear need supporting novice clinical educators feel more confident, competent, and capable in their roles. Flexible, relevant professional development is essential to sustaining a high-quality clinical education workforce amid growing placement demands. The program’s modular structure and rigorous design ensure adaptability to evolving educational needs. Findings suggest that Learning-Bytes not only supports individual educator growth but also showed potential to enhance the student learning experience.