Online CME: an effective alternative to face-to-face delivery

Ryan, Greg; Lyon, Patricia M.; Kumar, Koshila; Bell, James; Barnet, Stewart; Shaw, Tim

doi:10.1080/01421590701551698

Cited by 49 publications

(35 citation statements)

References 24 publications

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“…9 In our study, the online and classroom sections were identical, except for how the lecture was delivered to students. When course content was kept the same, several studies have shown no difference in student performance, 2,10,12,13,15,20,21 while 1 study showed that students in the online group performed better. 11 Specific to our study, students were randomly allocated to their sections for the entire course.…”

Section: Discussionmentioning

confidence: 99%

“…2,7,[10][11][12][13][14][15] In the pharmacy literature, 1 study compared student performance in a medicinal chemistry course in a Web-based doctor of pharmacy (PharmD) program with a traditional, on-campus PharmD program. assessments; however, the on-campus students performed significantly better on preclass assessment quizzes, case presentations, and final grades.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Porter

Pitterle

Hayney

2014

American Journal of Pharmaceutical Education

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Objective. To compare performance and preferences of students who were randomly allocated to classroom or online sections of an elective course on immunization. Methods. Students were randomly assigned to either the classroom or online section. All course activities (lectures, quizzes, case discussions, vaccine administration, and final examination) were the same for both sections, except for the delivery of lecture material. Assessment. Students were surveyed on their preferences at the beginning and end of the semester. At the end of the semester, the majority of students in the classroom group preferred classroom or blended delivery while the majority of students in the online group preferred blended or online delivery (p,0.01). Student performance was compared at the end of the semester. There was no significant difference for any of the grades in the course between the 2 sections. Conclusion. There was no difference in student performance between the classroom and online sections, suggesting that online delivery is an effective way to teach students about immunization.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Porter

Pitterle

Hayney

2014

American Journal of Pharmaceutical Education

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“…This is consistent with published studies conducted in other arenas. 15,[19][20][21][22][23][24][25][26] Given the popularity of Internet-based training, 21,22 this provides tertiary educators with another effective option for training students with several advantages. The Internet is usually easily accessible for college students and training is usually self-paced and highly interactive.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Small-Group Training With Self-Directed Internet-based Training in Inhaler Techniques

Toumas¹,

Basheti²,

Bosnic‐Anticevich³

2009

Am J Pharm Educ

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Objectives. To compare the effectiveness of small-group training in correct inhaler technique with self-directed Internet-based training. Design. Pharmacy students were randomly allocated to 1 of 2 groups: small-group training (n 5 123) or self-directed Internet-based training (n 5 113). Prior to intervention delivery, all participants were given a placebo Turbuhaler and product information leaflet and received inhaler technique training based on their group. Technique was assessed following training and predictors of correct inhaler technique were examined. Assessment. There was a significant improvement in the number of participants demonstrating correct technique in both groups (small group training, 12% to 63%; p , 0.05; and Internet-based training, 9% to 59%; p , 0.05) post intervention, with no significant difference between the groups in the percent change (n 5 234, p . 0.05). Increased student confidence following the intervention was a predictor for correct inhaler technique. Conclusions. Self-directed Internet-based training is as effective as small-group training in improving students' inhaler technique.

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“…Online education should be based on the guidelines for best clinical practice and provide an alternative that complements traditional training programmes. 5 Internetbased learning is just as useful as face-toface training and may be very effective at improving clinical practice. [6][7][8][9][10] The high mortality rate associated with cardiovascular diseases and the high population prevalence of risk factors such as hypertension, smoking, obesity, physical inactivity, dyslipidaemia, and diabetes mellitus 11 are primary topics in all healthcare strategy plans.…”

Section: Introductionmentioning

confidence: 99%

A cardiovascular educational intervention for primary care professionals in Spain: positive impact in a quasi-experimental study

et al. 2014

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BackgroundRoutine general practice data collection can help identify patients at risk of cardiovascular disease. AimTo determine whether a training programme for primary care professionals improves the recording of cardiovascular disease risk factors in electronic health records. Design and settingA quasi-experimental study without random assignment of professionals. This was an educational intervention study, consisting of an online-classroom 1-year training programme, and carried out in the Valencian community in Spain. MethodThe prevalence rates of recording of cardiovascular factors (recorded every 6 months over a 4-year period) were compared between intervention and control group. Clinical relevance was calculated by absolute risk reduction (ARR), relative risk reduction (RRR), and number of patients needed-to-attend (NNA), to avoid under-recording, with their 95% confidence intervals (CIs). Linear regression models were used for each of the variables. ResultsOf the 941 professionals initially registered, 78.1% completed the programme. The ARR ranged from 1.87% (95% CI = 1.79 to 1.94) in the diagnosis of diabetes to 15.27% (95% CI = 15.14 to 15.40) in the recording of basal blood glucose. The NNA ranged from 7 in blood pressure, cholesterol, and blood glucose recording to 54 in the diagnosis of diabetes. The RRR ranged from 26.7% in the diagnosis of diabetes to 177.1% in the recording of the Systematic Coronary Risk Evaluation (SCORE). The rates of change were greater in the intervention group and the differences were significant for recording of cholesterol (P<0.001), basal blood glucose (P<0.001), smoking (P<0.001), alcohol (P<0.001), microalbuminuria (P = 0.001), abdominal circumference (P<0.001), and SCORE (P<0.001). ConclusionThe education programme had a beneficial effect at the end of the follow-up that was significant and clinically relevant.

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Online CME: an effective alternative to face-to-face delivery

Abstract: The findings have implications for the effective design and delivery of e-learning environments for professional practice, in terms of equipping participants with requisite clinical knowledge and skills and facilitating the development of attitudes congruent with professional practice.

Cited by 49 publications

References 24 publications

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Comparison of Online Versus Classroom Delivery of an Immunization Elective Course

Comparison of Small-Group Training With Self-Directed Internet-based Training in Inhaler Techniques

A cardiovascular educational intervention for primary care professionals in Spain: positive impact in a quasi-experimental study

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