1. An Assessment of the Readiness of a Tertiary Healthcare Organization in Saudi Arabia, in Adopting Effective Online Staff Development Programs Adnan D. Alwadie, PhD, RRT, RPFT James L. Moseley, EdD, LPC, CHES, CPT

2. Healthcare Organization Tertiary healthcare organization Located in Riyadh, Saudi Arabia 4 hospitals and a medical college More than 3000 employees, administrators and instructors.

3. Background Continued medical education is essential for the quality of care. Healthcare providers spend more years in continuing medical education (CME) than they do in their initial formal training In healthcare organizations, the resources allocated for training are limited due to the escalating cost of healthcare delivery and scarcity of human resources. Demand for advanced medical education is high and the provision of traditional education to cover this demand is not sufficient.

4. Background Cont. Insufficient computer skills are among the most critical barriers to the use of online education. Older learners prefer the traditional educational methods Poorly designed online education programs negatively affect the way online education is received. Lack of human interaction, unavailability of high speed internet, lack of socialization were found to be barriers to medical staff.

5. Purpose of the Study 1.To assess the extent of readiness this organization has regarding the use of effective online staff development programs. 2.To assess the administration’s support and beliefs about e- learning. 3.To assess the instructors’ skills and attitudes towards online education. 4.To discuss and analyze the employees’ readiness for effective online education by assessing their access to technology, motivation towards participating in online education and their attitudes towards online education.

6. Significance of the Study Tertiary healthcare organizations are funded by the government and online education is an effective utilization of financial resources. Many studies were conducted to assess the readiness of Saudi universities to utilize online education. However, this study is among the first to investigate healthcare organizations’ readiness to adopt e-learning.

7. Research Questions 1.What are the learners’ strengths related to their readiness for online education? 2.What are the learners’ weaknesses related to their readiness for online education? 3.What are the relationships between selected learners’ demographic variables (occupation, age, gender, nationality, years of experience and educational level) and their online skills and relationships, motivation and internet discussion abilities? 4.What is the relationship between learners’ past experiences with online education and their motivation towards e-learning?

8. Research Questions Cont. 5.What are the relationships between selected instructors’ demographic variables (age, gender, years of teaching experience, and country of graduation) and their attitudes toward using online continuing education? 6.What are the attitudes of the administration toward the provision of online continuing education?

9. Target Population Group One (administrators) – Executive officers (EO) – Associate Executive Officers – Hospital Directors – Department Chairs – Section Managers – Supervisors

10. Target Population Cont. Group Two (instructors): – Nursing Education – Clinical Education – Life Support Education – Administrative Education

11. Target Population Cont. Group Three (employees): – Medical staff – Nursing staff – Specialists – Technicians – Administrative staff

12. Instruments Uses 5 point Likert Scale: – Strongly disagree to strongly agree – Completely disagree to completely agree Provided to respondents in both Arabic and English languages. Back and forth translation validated by native speakers of the Arabic language with English language skills.

13. Instruments Cont. The Online Learner Readiness Self-Assessment Survey – Permission was obtained from the publisher. – Consisted of 27 questions distributed over 6 parts. – Valid based on its development. – Reliability: Cronbach’s Alpha value of 0.88.

14. Instruments Cont. The Faculty and Administrator Survey – Validity: Instrument was developed and used by its own developer in Saudi Arabia. – This instrument was piloted at a tertiary healthcare organization in Saudi Arabia. – Reliability: Cronbach’s Alpha of 0.93.

15. Response Rate SentReturned Return Rate Employees Survey100050851% Administrators’ and Instructors’ Survey 40016449% Total140070350%

16. Employees’ Demographics

17. Employees’ Demographics Cont.

18. Administrators’ & Instructors’ Demographics

19. Administrators’ & Instructors’ Demographics Cont. Actual percentage is 25% Actual percentage is 29%

20. Learners’ Strengths and Weaknesses Related to Their Readiness for Online Education? YesNo N%N% Do you have access to computer at home? 47693.7244.7 Do you have internet access at home? 48094.5285.5 Do you have access to computer at work? 49597.4112.2 Do you have internet access at work?47292.9367.1

21. Learners’ Strengths & Weaknesses DimensionNMeanSD Technology access5014.340.82 Important to your success4984.340.63 Online skills and relationships4824.330.63 Online audio and video4974.040.74 Internet discussion ability4993.980.73 Motivation4973.840.84

22. Relationships between Learners’ Demographic Variables and Selected Dimensions Online Skills and Relationships Motivation Internet Discussion Ability Occupation.071.012.095* Age-.036.006-.038 Gender-.052-.092*-.023 Nationality.013.017-.033 Years of experience in current job.060.035.032 Educational level.075.003-.002 * Indicates Significance at.05

23. Relationship between Learners’ Past Online Experiences and Their Motivation to E-Learn Have you taken online courses before? Motivation-.088* * Indicates Significance at.05

24. Relationships between Instructors’ Demographics and Their Attitudes Toward Using Online CME Overall attitude Age-.261* Gender-.172 Experience in current job-.093 Country of graduation.015 * Indicates Significance at.05

25. The Attitudes of the Administration Toward Online CME Overall Administrator’s Attitude N100 Mean3.88 SD0.49

26. Recommendations for Policy Makers at KFMC 1.Online courses must be designed by specialized professionals. This should improve learners’ motivation towards online education. 2.Online education should be introduced gradually by providing blended education. 3.Early blended instructions should be related to administrative employees’ daily work.

27. Recommendations Cont. 4.Administrators at the academic affairs should develop educational strategies with clear educational objectives in order to evaluate the value added by online education in the future. 5.Administrators should develop policies for online education that include instructors’ competencies in online education, accreditation of online courses from local and international authorities, equivalency of online credit hours and other policies regarding the international collaboration. 6.Policies for compensating instructors for online education should also be developed.

28. Recommendations Cont. 7.Administrators should also consider training current instructors in online education and prepare them for a different method of education. 8.Administrators should design and build an online educational center. This educational center should be of great benefit to the organization’s internal and external customers as well as other local Ministry of Health’s hospitals and primary clinics. 9.The medical library should support scholarly professional journals and monographs in the area of online education, instructional design, instructional strategies and delivery, performance improvement, competency development, and evaluation.

29. Recommendations Cont. 10. Authorities should consider launching a marketing campaign to change perception of online instruction and eventually to recognize it as a viable option to other more traditional routes to learning, certification, and licensure.

30. Limitations of the Study The results presented here are limited to tertiary healthcare organizations that receive similar funding from the government. The results are also limited to Saudi Arabia and may not be generalized to other regional countries that may not have the same e-learning infrastructure. The results of this study may not be generalized to smaller cities in Saudi Arabia. Since this is a survey research approach, respondents may have misinterpreted some of the survey items. Since the quantitative data used to complete this research were self reported by respondents, factors such as respondents’ memory, perception, recent experiences may have influenced the data provided.