Evaluation of a CME Problem-based Learning Internet Discussion

Jm, Sargeant; Ra, Purdy; Mj, Allen; Nadkarni, Shree; Watton, L; O'Brien, Peta

doi:10.1097/00001888-200010001-00016

Cited by 17 publications

(7 citation statements)

References 11 publications

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“…report that barriers to use can centre around there being too much information to scan and too little specific information. Sargeant et al 19 . have recommended that educational software needs to be easy to use for those doctors who lack computer proficiency and have little time for learning how to use new computer technology.…”

Section: Resultsmentioning

confidence: 99%

A review of evaluation outcomes of web-based continuing medical education

2005

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Section: Resultsmentioning

confidence: 99%

A review of evaluation outcomes of web-based continuing medical education

2005

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“…One of the greatest challenges in online discussion groups is motivating the learners to participate (Sargeant et al 2000). If participation drops off, the course will quickly flounder (Steinert et al 2002).…”

Section: E-learning Discussionmentioning

confidence: 99%

E-Learning: Is There Anything Special about the "E"?

Cook¹,

McDonald²

2008

pbm

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E-learning has been widely utilized in medical education and suggested by some proponents to represent a fundamental advance in educational methodology. We challenge this conclusion by examining e-learning in the context of broader learning theories, specifically as they relate to instructional design and methods. Core tenets of educational design are applied to e-learning in a unified model for instructional design, and examples of e-learning technologies are examined in the context of medical education, with reflections on research questions generated by these new modalities. Throughout, we argue that e-learning is a tool that, when designed appropriately, can be used to meet worthy educational goals.

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“…A number of authors report findings on the effectiveness of Internet-based CME facilitated by way of electronic mail or online discussion boards, however do not compare these approaches to other Internet-based interventions [14-17]. In one study, live CME participants made very little use of either e-mail or telephone to contact faculty, however 85% of online CME participants signed on at some point in time during web conferencing sessions [6].…”

Section: Introductionmentioning

confidence: 99%

A comparative evaluation of the effect of internet-based CME delivery format on satisfaction, knowledge and confidence

2010

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BackgroundInternet-based instruction in continuing medical education (CME) has been associated with favorable outcomes. However, more direct comparative studies of different Internet-based interventions, instructional methods, presentation formats, and approaches to implementation are needed. The purpose of this study was to conduct a comparative evaluation of two Internet-based CME delivery formats and the effect on satisfaction, knowledge and confidence outcomes.MethodsEvaluative outcomes of two differing formats of an Internet-based CME course with identical subject matter were compared. A Scheduled Group Learning format involved case-based asynchronous discussions with peers and a facilitator over a scheduled 3-week delivery period. An eCME On Demand format did not include facilitated discussion and was not based on a schedule; participants could start and finish at any time. A retrospective, pre-post evaluation study design comparing identical satisfaction, knowledge and confidence outcome measures was conducted.ResultsParticipants in the Scheduled Group Learning format reported significantly higher mean satisfaction ratings in some areas, performed significantly higher on a post-knowledge assessment and reported significantly higher post-confidence scores than participants in the eCME On Demand format that was not scheduled and did not include facilitated discussion activity.ConclusionsThe findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.

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Evaluation of a CME Problem-based Learning Internet Discussion

Cited by 17 publications

References 11 publications

A review of evaluation outcomes of web-based continuing medical education

A review of evaluation outcomes of web-based continuing medical education

E-Learning: Is There Anything Special about the "E"?

A comparative evaluation of the effect of internet-based CME delivery format on satisfaction, knowledge and confidence

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