Abstract
Purpose
While online learning for faculty development has grown substantially over recent decades, it has been further accelerated in the face of the worldwide pandemic. The effectiveness of online learning has been repeatedly established through systematic reviews and meta-analyses, yet questions remain about its cost-effectiveness. This study evaluates how synchronous online supervision training workshops and their cost-effectiveness might work, and in what contexts.
Methods
We conducted preliminary realist economic evaluation including qualitative (13 realist interviews), and quantitative approaches (cost Ingredients method). We developed a cost-optimised model based on identified costs and cost-sensitive mechanisms.
Results
We identified 14 recurring patterns (so-called demi-regularities) illustrating multiple online workshop outcomes (e.g. satisfaction, engagement, knowledge), generated by various mechanisms (e.g. online technology, mixed pedagogies involving didactic and active/experiential learning, peer learning), and triggered by two contexts (supervisor experience levels, and workplace location). Each workshop cost $302.92 per learner, but the optimised model including senior facilitators cost $305.70.
Conclusions
Our initial realist program theories were largely supported and refined. Although findings were largely concordant with previous literature, we illustrate how online workshop costs compare favourably with face-to-face alternatives. We encourage program developers to consider synchronous online learning for faculty development especially for remote learners, and in resource-constrained environments.
Acknowledgements
We thank our colleagues involved in the broader realist evaluation of the supervision training program (Corinne Davis, Sarah Lee, Ella Ottrey, Kirsty Pope, and Susan Waller).
Ethical approval
We received ethics approval from the Monash University Human Research Ethics Committee (Project 13151 and 19269).
Authors contributions
CER and VE designed and secured funding for this supervision training and evaluation program. VNBN collected realist evaluation data for online workshops, while JF collected economic data. All authors contributed to the analysis of the realist economic evaluation. CER and CP are both Principal Investigators. CER wrote the paper, with VNBN and JF contributing to the realist and economic aspects of the methods and results, respectively. The three remaining authors edited the final iteration of the paper. All authors give their final approval for this version to be published.
Disclosure statement
Two authors were involved in program design (CER, VE), three led program management (CER, VE, and CP), and one contributed to the delivery of online workshops (CP). However, the remaining two authors (JF, SM) were not involved in the workshop design or delivery, so have no conflicts of interest.
Additional information
Funding
Notes on contributors
Charlotte E. Rees
Charlotte E. Rees, BSc (Hons), GradCertTerEd(Mgt), MEd, PhD, Head of School, School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia. Adjunct Professor, Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia.
Van N. B. Nguyen
Van N. B. Nguyen, BN, MN, PhD, Research and Teaching Associate, Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia.
Jonathan Foo
Jonathan Foo, BPhysio (Hons), PhD, Lecturer, Department of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, VIC, Australia.
Vicki Edouard
Vicki Edouard, BSc (Hons), GradDipEdu, Department Manager, Department of Mechanical and Aerospace Engineering, Monash University, Clayton, VIC, Australia.
Stephen Maloney
Stephen Maloney, BPhysio, MPH, eMBA, PhD, Deputy Head of School, Department of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing & Health Sciences, Monash University, Frankston, VIC, Australia.
Claire Palermo
Claire Palermo, BSc, GradCertHlthProfEd, MNutDiet, MPH, PhD, Director, Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia. Assocate Dean (Teaching and Learning), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia.