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Embedding e-learning in postgraduate medical education: system-level barriers and enablers in Hong Kong.

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Τίτλος: Embedding e-learning in postgraduate medical education: system-level barriers and enablers in Hong Kong.
Συγγραφείς: So HY; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China., Chan AKM; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China., Lui CT; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China., Cheng BCP; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China., Pun J; Department of English, The Chinese University of Hong Kong, Hong Kong SAR, China., Tham CCY; Education Committee, Hong Kong Academy of Medicine, Hong Kong SAR, China.
Πηγή: Hong Kong medical journal = Xianggang yi xue za zhi [Hong Kong Med J] 2026 Aug; Vol. 32 (4), pp. 322-329. Date of Electronic Publication: 2026 Aug 14.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Hong Kong Academy of Medicine Press Country of Publication: China NLM ID: 9512509 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1024-2708 (Print) Linking ISSN: 10242708 NLM ISO Abbreviation: Hong Kong Med J Subsets: MEDLINE
Imprint Name(s): Publication: Hong Kong : Hong Kong Academy of Medicine Press
Original Publication: Hong Kong : Churchill Livingstone, c1995-
Ιατρικοί όροι (MeSH): Education, Medical, Graduate*/methods , Education, Medical, Graduate*/organization & administration , Education, Distance*/methods , Computer-Assisted Instruction*/methods, Hong Kong ; Humans ; Faculty, Medical ; Academia ; Surveys and Questionnaires ; Interviews as Topic ; Learning
Περίληψη: Introduction: E-learning is increasingly central to postgraduate medical education (PGME), yet system-level barriers may hinder its integration. In Hong Kong, the Academy of Medicine (HKAM) has invested in a learning management system and faculty development, but uptake among Academy Colleges remains uneven. This study examined barriers and enablers across Colleges to inform system-level implementation.
Methods: We used a sequential exploratory mixed-methods design. Phase 1 involved semi-structured interviews with one e-learning lead from each of the 13 participating Colleges, which were analysed thematically. Phase 2 comprised a survey of 266 education committee members, of whom 88 responded (33.1%). Items were rated on a five-point Likert scale (1=strongly disagree to 5=strongly agree), with optional free-text comments.
Results: Five themes emerged, namely, (1) limited strategic urgency; (2) gaps in faculty capability and trainee readiness; (3) weak system enablers; (4) lack of recognition and resources; and (5) the need for system-level strategies. The survey corroborated these findings, with the lowest ratings for information technology (IT) support and incentives and the highest for a clear HKAM policy (mean, 4.20) and inter-College benchmarking (mean, 4.01). System enablers received the lowest overall score (mean, 2.89); recognition and resource allocation also scored poorly (mean, 2.87). Strategic buy-in was moderate (mean, 3.53), highlighting a contrast between strong demand for central direction and limited operational support.
Conclusion: Sustainable PGME e-learning requires integrated action across motivation, capability, and opportunity. Leadership signalling and recognition are needed to strengthen motivation; tiered faculty development and trainee orientation to build capability; and coordinated IT support, workflow integration, and resource sharing to expand opportunity.
Competing Interests: All authors have disclosed no conflicts of interest.
Contributed Indexing: Keywords: Computer-assisted instruction; Education, medical; Faculty; Motivation; Workflow
Entry Date(s): Date Created: 20260814 Date Completed: 20260824 Latest Revision: 20260824
Update Code: 20260824
DOI: 10.12809/hkmj2514455
PMID: 42596670
Βάση Δεδομένων: MEDLINE
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  Data: Embedding e-learning in postgraduate medical education: system-level barriers and enablers in Hong Kong.
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  Data: <searchLink fieldCode="AU" term="%22So+HY%22">So HY</searchLink>; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China.<br /><searchLink fieldCode="AU" term="%22Chan+AKM%22">Chan AKM</searchLink>; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China.<br /><searchLink fieldCode="AU" term="%22Lui+CT%22">Lui CT</searchLink>; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China.<br /><searchLink fieldCode="AU" term="%22Cheng+BCP%22">Cheng BCP</searchLink>; The Jockey Club Institute for Medical Education and Development, Hong Kong Academy of Medicine, Hong Kong SAR, China.<br /><searchLink fieldCode="AU" term="%22Pun+J%22">Pun J</searchLink>; Department of English, The Chinese University of Hong Kong, Hong Kong SAR, China.<br /><searchLink fieldCode="AU" term="%22Tham+CCY%22">Tham CCY</searchLink>; Education Committee, Hong Kong Academy of Medicine, Hong Kong SAR, China.
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  Data: <searchLink fieldCode="JN" term="%229512509%22">Hong Kong medical journal = Xianggang yi xue za zhi</searchLink> [Hong Kong Med J] 2026 Aug; Vol. 32 (4), pp. 322-329. <i>Date of Electronic Publication: </i>2026 Aug 14.
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  Data: <i>Publisher: </i><searchLink fieldCode="PB" term="%22Hong+Kong+Academy+of+Medicine+Press%22">Hong Kong Academy of Medicine Press </searchLink><i>Country of Publication: </i>China <i>NLM ID: </i>9512509 <i>Publication Model: </i>Print-Electronic <i>Cited Medium: </i>Internet <i>ISSN: </i>1024-2708 (Print) <i>Linking ISSN: </i><searchLink fieldCode="IS" term="%2210242708%22">10242708 </searchLink><i>NLM ISO Abbreviation: </i>Hong Kong Med J <i>Subsets: </i>MEDLINE
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  Data: Introduction: E-learning is increasingly central to postgraduate medical education (PGME), yet system-level barriers may hinder its integration. In Hong Kong, the Academy of Medicine (HKAM) has invested in a learning management system and faculty development, but uptake among Academy Colleges remains uneven. This study examined barriers and enablers across Colleges to inform system-level implementation.<br />Methods: We used a sequential exploratory mixed-methods design. Phase 1 involved semi-structured interviews with one e-learning lead from each of the 13 participating Colleges, which were analysed thematically. Phase 2 comprised a survey of 266 education committee members, of whom 88 responded (33.1%). Items were rated on a five-point Likert scale (1=strongly disagree to 5=strongly agree), with optional free-text comments.<br />Results: Five themes emerged, namely, (1) limited strategic urgency; (2) gaps in faculty capability and trainee readiness; (3) weak system enablers; (4) lack of recognition and resources; and (5) the need for system-level strategies. The survey corroborated these findings, with the lowest ratings for information technology (IT) support and incentives and the highest for a clear HKAM policy (mean, 4.20) and inter-College benchmarking (mean, 4.01). System enablers received the lowest overall score (mean, 2.89); recognition and resource allocation also scored poorly (mean, 2.87). Strategic buy-in was moderate (mean, 3.53), highlighting a contrast between strong demand for central direction and limited operational support.<br />Conclusion: Sustainable PGME e-learning requires integrated action across motivation, capability, and opportunity. Leadership signalling and recognition are needed to strengthen motivation; tiered faculty development and trainee orientation to build capability; and coordinated IT support, workflow integration, and resource sharing to expand opportunity.
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  Data: All authors have disclosed no conflicts of interest.
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        StartPage: 322
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