Evaluating a novel online acute oncology education and competence assessment passport in the UK

Background Acute oncology e-learning for staff who treat and care for people with cancer in the United Kingdom exists; however standardised, acute oncology competence assessment does not. This study reports the development and evaluation of a standardised acute oncology competence assessment integrated within an existing e-learning resource, which ultimately aims to improve cancer patient safety outcomes across the UK. The e-learning and assessment were developed for multidisciplinary staff working in any clinical setting where patients with cancer may present with urgent or emergency symptoms. For example, acute medical units, accident and emergency, same day emergency care, primary care and pre-hospital settings, such as paramedic services and general practice, as well an introductory resource for staff new to working in oncology. Methods The study team, multidisciplinary professionals and cancer-specialist educators from across the UK co-designed a Digital Competence Assessment for ‘practice Level 1’. An existing ‘Introduction to Acute Oncology E-learning Module’ was revised to include the novel Digital Competence Assessment (together the e-learning and competence assessment were termed: The Level 1 Acute Oncology Passport). This was piloted and evaluated across the UK during Phase 2. Quantitative data from pre (n = 376) and post (n = 176) Level 1 Acute Oncology Passport responses were analysed using descriptive and inferential statistics. Free-text responses were analysed using content analysis. Results There was a significant increase in learners’ level of confidence about their acute oncology knowledge and skills pre and post e-learning and digital competence assessment. The Level 1 Acute Oncology Passport was evaluated as relevant, pitched at the correct level and an appropriate measure for assessing acute oncology knowledge and skills competencies. The main challenge reported was lack of study time. There was also a desire for support of acute oncology knowledge and skills development in the workplace, alongside or following e-learning. Conclusions Acute oncology is an important area of practice for improving outcomes for people with cancer, but for acute oncology to be effective it requires a knowledgeable and skilled workforce. The acute oncology learning needs of staff caring for people with cancer in other countries are likely to be similar to the UK. Although respondents were staff who opted to complete the online learning, assessment and evaluation survey, our e-learning and digital assessment of competence Passport was found to be engaging, relevant and ‘fit-for-purpose’, demonstrating the value of co-design. It also increased learners’ confidence and knowledge about acute oncology. However, dedicated time and support are needed for healthcare staff to develop knowledge and skills to ensure safe outcomes for people with cancer. We suggest that similar education and competence assessment resources are needed to address acute oncology learning needs among the broader cancer care workforce.