The growth, characteristics, and future of online CME

Harris, John; Sklar, Bernard; Amend, Robert W.; Novalis-Marine, Cheryl

doi:10.1002/chp.20050

Cited by 73 publications

(53 citation statements)

References 10 publications

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“…11 The Internet's potential for delivering online and computer-based electronic CME (eCME) is great, 12 and eCME has been increasingly explored, evaluated, and validated as an effective learning modality.…”

Section: Background and Purposementioning

confidence: 99%

Physician Preferences for Accredited Online Continuing Medical Education

Young

Kim

Yeung

et al. 2011

Journal of Continuing Education in the Health Professions

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Section: Background and Purposementioning

confidence: 99%

Physician Preferences for Accredited Online Continuing Medical Education

Young

Kim

Yeung

et al. 2011

Journal of Continuing Education in the Health Professions

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“…-la littérature générale en matière de formation sur Internet et d'information en santé [2,6,7,8,9,13] ; -les lignes directrices du développement professionnel continu (DPC) du Conseil québécois de déve-loppement professionnel continu des médecins (CQDPCM) [10] ; -l'expérience personnelle en DPC des membres du comité de la recherche en FPC de Médecins francophones du Canada.…”

Section: Construction De La Grille D'évaluation Et Sélection De Sitesunclassified

Fidélité d’une grille d’évaluation de sites Internet de formation médicale

Poirier¹,

Mégie²,

Lamoureux³

et al. 2013

Pédagogie Médicale

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Manuscrit soumis à la rédaction le 13 septembre 2012 ; commentaires éditoriaux formulés aux auteurs le 21 avril et le 12 août 2013 ; accepté pour publication le 17 août 2013Résumé -Contexte : La quantité de programmes de formation médicale disponibles sur Internet soulève un questionnement quant à l'uniformité de la qualité de l'information, la crédibilité et les sources du contenu médical retrouvé sur ces sites. But : Élaborer puis évaluer la fidélité d'une grille d'évaluation de sites Internet de formation médicale avec l'objectif d'offrir à la communauté médicale francophone internationale un outil utile, fidèle et innovant. Méthode : Une grille d'évaluation comportant 54 indicateurs groupés en cinq catégories a été élaborée. La fidélité du résultat global de la grille a été quantifiée en comparant les résultats obtenus par sept observateurs ayant évalué 16 mêmes sites Internet à deux reprises. La seconde évaluation des sites a eu lieu un an après la première afin de minimiser le risque que les observateurs se rappellent leur évaluation initiale. Ce plan de collecte de données a permis d'évaluer les composantes suivantes de la fidélité : la variabilité intra-observateurs, la variabilité inter-observateurs et l'interaction sites-observateurs. La fidélité du résultat global de la grille a été mesurée par le coefficient de corrélation intra-classe. Résultats : Le coefficient de corrélation intra-classe de la grille obtenu était de 0,684, ce qui correspond à une bonne fidélité. La variabilité intra-observateurs (répétabilité) a été la plus grande source de variation attribuable à la méthode de mesure avec 21 % de la variation totale. Une autre mesure de performance a aussi été utilisée : le rapport de discrimination. Le rapport de discrimination estime le nombre de catégories différentes pouvant être distinguées par un système de mesure. Le rapport de discrimination obtenu est de 2,3 ce qui indique que la grille permet de séparer les sites observés en deux catégories : faible et bien. Conclusion : La grille d'évaluation des sites Internet de formation médicale, par sa bonne fidélité, est un outil intéressant pour quantifier la qualité de ces sites. L'analyse démontre que la meilleure piste d'amélioration de la fidélité de la grille serait d'en améliorer la répétabilité (variabilité intra-observateurs) mais la consistance interne pourrait aussi être étudiée et optimisée. Abstract -Context:The mass of available medical training programs on the Internet raises questions about the uniformity of the quality of information, the reliability and the sources of the medical information found on these sites. Objectives: Developing and then assessing the accuracy of an assessment checklist of medical education websites in view of providing to the international French-speaking medical community a useful, reliable and innovative tool. Method: An assessment checklist of 54 indicators grouped into five categories was developed. The accuracy of the checklist's overall score was compared using the results of seven observers who ev...

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“…An online format offers several important advantages over traditional CME, including ease of access, flexible timing, low cost and potentially enhanced effectiveness (2). Because of these advantages and its consequent rise in popularity, online CME is considered to be a major innovation that could lead to abandonment of traditional face-to-face CME programs (3). Investigation of online CME in 2008 found that there was a rapid increase in online CME, but it still amounted to only 6.9% to 8.8% of all CME available.…”

mentioning

confidence: 99%

“…Investigation of online CME in 2008 found that there was a rapid increase in online CME, but it still amounted to only 6.9% to 8.8% of all CME available. The authors predicted exponential growth in the next few years, with up to 50% of CME being delivered online by 2015 (3).…”

mentioning

confidence: 99%

Are online learning modules an effective way to deliver hand trauma management continuing medical education to emergency physicians?

Williams¹

2014

CAN J PLAST SURG

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T o engage in lifelong learning is a commitment that all physicians make. Because staying current with rapid changes in medical science is not an easy task for a busy clinician, continuing medical education (CME) programs are important channels for promotion of such learning. Not only is CME an activity that physicians participate in for personal and professional satisfaction, it is also mandated by many regulatory bodies as part of maintenance of competence, accreditation and licensure.Traditionally, CME has taken the form of face-to-face learning through courses, conferences or workshops. These sessions lead to increased knowledge, but may not have significant impact on physician behaviour or patient outcomes. Face-to-face learning has positive aspects such as social interaction and the ability to ask real-time questions of the presenter. Limitations of the traditional approach include accessibility (time, travel) and cost (1).Online CME has been gaining in popularity over the past decade. An online format offers several important advantages over traditional CME, including ease of access, flexible timing, low cost and potentially enhanced effectiveness (2). Because of these advantages and its consequent rise in popularity, online CME is considered to be a major innovation that could lead to abandonment of traditional face-to-face CME programs (3). Investigation of online CME in 2008 found that there was a rapid increase in online CME, but it still amounted to only 6.9% to 8.8% of all CME available. The authors predicted exponential growth in the next few years, with up to 50% of CME being delivered online by 2015 (3).The effectiveness of online CME has been studied extensively. In a randomized controlled trial, Weston et al (4) evaluated the potential of online CME to improve quality of care and found that there was evidence for online CME to improve effectiveness of physician practices. In comparing participants and nonparticipants in 114 different Internetbased CME activities, Casebeer et al (5) found that individuals who participated were more likely to make evidence-based clinical choices in practice. Ryan et al (6) demonstrated equal effectiveness of their traditional face-to-face CME delivery compared with a new online version. Fordis et al (7) compared online instruction to live workshops in a randomized controlled trial. They found the outcomes to be comparable, but with advantages associated with online that included flexible timing, ease of access and greater adaptability to individual learning styles. The common theme that emerges from a review of the literature is that there is at least equal effectiveness with online CME, and some suggestion that it could be better if studied appropriately (2).While some online CME resources exclusively for plastic surgeons exist (8), there is a lack of information available to those on the front BACkGROUND: The enormity of modern medical knowledge and the rapidity of change have created increased need for ongoing or continuing medical education (CME) for physicia...

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The growth, characteristics, and future of online CME

Cited by 73 publications

References 10 publications

Physician Preferences for Accredited Online Continuing Medical Education

Physician Preferences for Accredited Online Continuing Medical Education

Fidélité d’une grille d’évaluation de sites Internet de formation médicale

Are online learning modules an effective way to deliver hand trauma management continuing medical education to emergency physicians?

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