Experiences of Physical Therapists and Other Health Professionals with Online Continuing Professional Development Graduate Certificates

This study had two aims: 1) To investigate which factors facilitated either learning or completion of the courses in the online, graduate Certificate programs , and 2) to describe the perceived impact of the Certificate programs on clinical practice.  

All health care professionals who participated in one or more courses in a Certificate program between 2010-2022 were asked to complete a survey inquiring about facilitators to learning and completing the Certificate courses, as well as the perceived impact on clinical practice of the learning experiences. Summary descriptive statistics were used to report data.

Sixty-nine respondents represented 16 health professions, public and private practice settings, and diverse rural and urban geographical locations throughout Canada and the United States. The most common facilitators to enrolment were interest in the topic/content, online format, ability to complete remotely, and Certificates being offered by a recognized post-secondary institution. The most common facilitators to completion of a Certificate were voluntarily decreasing personal (n=51, 73.91%) or family (n = 43, 62.32%) time, and/or rearrangement of work responsibilities (n=29, 42.03%). Respondents indicated Certificate completion resulted in perceived improved patient care (n= 61, 88.41%), increased clinical expertise (n = 58, 84.06%), and higher confidence in clinical practice (n=59, 85.51%).

Continuing professional development offered via online graduate Certificates attracted physical therapists and health-care professionals from a wide variety of professions, geographic locations, and practice settings. Graduate certificate programming may be effective in improving self-reported knowledge with longer-term impact on knowledge translation. 

The study highlights the reach and effectiveness of online graduate certificates in enhancing continuing professional development for health care professionals. Accessible learning opportunities through the online format can foster participation from diverse health care professions in different geographical locations and population centers, while leading to perceptions of improved patient care, increased clinical expertise, and higher confidence among providers. Identifying facilitators for enrolment and completion can guide the development of tailored, accessible programs that meet professionals' needs.