Videoconferencing for continuing medical education: from pilot project to sustained programme

Allen, Michael; Sargeant, Joan; MacDougall, Eileen; Proctor-Simms, Michelle

doi:10.1258/135763302320118861

Cited by 15 publications

(13 citation statements)

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“…Videoconferencing is widely used in continuing medical education, and studies have demonstrated it is an effective and efficient method to deliver teaching in rural settings [1][2][3][4][5][6][7][8]. With our ever-expanding technology driven society, videoconferencing seems an appealing option to deliver teaching [2].…”

Section: Introduction mentioning

confidence: 99%

Multi-site Videoconferencing Teaching in South East Scotland Region: Continuing Medical Education

Lockhart¹,

Vowles²,

Edgar³

2018

JHS

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Videoconferencing teaching methods are commonly used in medical education to deliver multi-site teaching. However, many studies have shown problems relating to this type of teaching [1-9]. In the South East region of Scotland, videoconferencing teaching for foundation doctors is conducted between three hospital sites. Poor feedback about the quality of this teaching prompted the investigators to perform a quality improvement study to explore problems with videoconferencing in this setting, and if applicable, apply interventions to improve this teaching. After a literature review, a data collection tool was created and distributed to doctors participating in this teaching. Thirteen questionnaires were completed which highlighted problems mainly relating to technology and poor interaction between sites. As a result of these findings, the investigators have implemented interventions to rectify these issues and ultimately improve the teaching that this region delivers.

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Section: Introduction mentioning

confidence: 99%

Multi-site Videoconferencing Teaching in South East Scotland Region: Continuing Medical Education

Lockhart¹,

Vowles²,

Edgar³

2018

JHS

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“…23 Technical quality is important, 24,25 but other components such as planning, faculty development, technical support and evaluation need to be considered as well. 26 There has been systematic development of quality standards for distance education in other fields which use technology to educate learners at a distance. However, the diffusion of this work into the medical field has been slow, 27 which is regrettable because fields like telemedicine can greatly benefit from these standards.…”

Section: Introductionmentioning

confidence: 99%

Education through telemedicine networks: setting quality standards

Shershneva

Olson

2005

J Telemed Telecare

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Quality standards for educational programming have received limited attention in telemedicine. We selected five sets of standards from the distance education literature established by: (1) the American Council on Education; (2) the American Distance Education Consortium; (3) the Council of Regional Accrediting Commissions; (4) the Distance Education and Training Council; (5) the Innovations in Distance Education Project. The standards were reviewed to determine the purposes they were intended to serve and the process by which they were established. The content of the five sets of standards were summarized around the 'four commonplaces' of education: learner, teacher, curriculum and context. Four major findings emerged. First, none of the sets of standards addresses all of the issues that are potentially relevant to telemedicine education; all emphasize certain topics while neglecting others. Second, there are some important aspects of telemedicine that are not addressed at all, such as patient confidentiality. Third, the standards generally provide a framework for defining high quality in distance education, leaving to those at the local level the task of deciding how a standard applies in their setting. Finally, the standards reviewed have many elements that could potentially apply to telemedicine education. Setting quality standards for education through telemedicine requires a systematic approach and a means for continuous improvement of those standards.

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“… and general(25) 2,4,5,7,8,[37][38][39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56] evaluation methods. The papers in the technical group were further subdivided into groups according to the environment, laboratory(11), and clinical(8), where the experiments had been conducted.…”

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confidence: 99%

A Systematic Review of Technical Evaluation in Telemedicine Systems

Clarke

Thiyagarajan

2008

Telemedicine and e-Health

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We conducted a systematic review of the literature to critically analyse the technical evaluation and assessment frameworks that have been applied to telemedicine systems. A total of 47 articles met the inclusion criteria. Subjective methods were predominantly used for technical evaluation (59%), e.g., Likert scale. Those including objective measurements (41%) were mainly restricted to simple metrics such as network time delays. Only 3 papers included a rigorous standards-based objective approach. Our investigation has been unable to determine a definitive standards-based telemedicine evaluation framework that exists in the literature that may be applied systematically to assess and compare telemedicine systems. We conclude that work needs to be done to address this deficiency.

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Videoconferencing for continuing medical education: from pilot project to sustained programme

Cited by 15 publications

References 0 publications

Multi-site Videoconferencing Teaching in South East Scotland Region: Continuing Medical Education

Multi-site Videoconferencing Teaching in South East Scotland Region: Continuing Medical Education

Education through telemedicine networks: setting quality standards

A Systematic Review of Technical Evaluation in Telemedicine Systems

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