1. Conceptual model for how the mobile continuing medical education (CME) intervention might improve medical knowledge.
Conceptual model for how the mobile continuing medical education (CME) intervention might improve medical knowledge. In this schema, we hypothesise that there is a weak and a strong pathway leading to improved knowledge. The weak pathway is driven by the content within the short message service (SMS) messages themselves, which are necessarily brief and hence limited in volume of information they can provide. The strong pathway assumes instead that the SMS messages are important primarily as a cue to action that encourage self-study on the topics presented in the messages. This means going beyond the message to explore related content on that topic, which could be via use of the linked readings or the CME courses in the intervention. But this also encompasses any of many appropriate strategies for self-study, as preferred by each participant. We refer to this process of studying beyond the SMS messages as ‘lateral learning’.
Christopher J Gill et al. BMJ Glob Health 2018;3:e000632
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