Effects of traditional classroom and distance continuing education: a theory-driven evaluation of a vaccine-preventable diseases course

Umble, Karl; Cervero, Ronald M.; Yang, Baiyin; Atkinson, William L.

doi:10.2105/ajph.90.8.1218

Cited by 52 publications

(15 citation statements)

References 36 publications

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“…The nine comparative studies [12][13][14][15][16][17][18][19][20] further reinforced comparable learning outcomes for face-to-face and telelearning delivery formats. Of note, videoconferencing was the prominent tele-learning method utilised by the majority of the comparative studies.…”

Section: Resultsmentioning

confidence: 99%

“…Another comparative study 20 of a large national immunisation continuing education course for the public health workforce in the United States demonstrated comparable outcomes for classroom and distance (satellite broadcasted) trained participants. The study concluded that classroom and distance delivery methods have comparable outcomes in continuing education and can foster the implementation of practice guidelines and recommendations.…”

Section: Resultsmentioning

confidence: 99%

“…Of these, four randomised controlled studies [8][9][10][11] and nine comparative studies [12][13][14][15][16][17][18][19][20] were identified as measuring learning outcomes of telelearning versus traditional face-to-face education. The remaining 34 papers were either descriptive observational studies or did not measure tele-learning versus face-to-face education and so were excluded from the review.…”

Section: Resultsmentioning

confidence: 99%

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How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Tomlinson¹,

Shaw²,

Munro³

et al. 2013

NSW Public Health Bull.

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Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning. Aim: To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods. Methods: A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals. Results:The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method. Conclusion: The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.Telecommunications are increasingly being used by the health professions to deliver health care services and to exchange health information across distances. Telehealth, tele-collaborations and tele-consultations are contributing to improvements in the quality, availability and efficiency of health care services to distance locations.1 Telehealth, for example, enables existing forms of interactions between health care providers and recipients to occur at a distance, through the use of telecommunications.2 Similarly, distance learning methods utilising telecommunication technologies are helping to overcome the challenges of engaging in traditional forms of education across distances. Referred to as 'tele-learning', it involves making connections among people and resources, and transferring images and voice data via communication technologies, for learning-related purposes. 3,4 Like telehealth, tele-learning utilises telecommunications to connect participants, helping to alleviate barriers to accessing learning opportunities and enriching distance learning experiences. The relative ease of use and availability of telecommunication technologies means that audioconferencing (teleconferencing) and videoconferencing are well established and frequently used communication mechanisms for staff in the health sector.5 For the purpose of this review, the term 'tele-learning' describes the use of video and/or audio-based technologies for distance learning purposes.Enabling collaborations between geographically distributed health workers makes the use of telecommunications especially relevant to ...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Tomlinson¹,

Shaw²,

Munro³

et al. 2013

NSW Public Health Bull.

View full text Add to dashboard Cite

show abstract

“…Significant pre-to-post gains were demonstrated overall and by practice discipline in procedural knowledge, professional self-efficacy (a recognized surrogate for actual performance), 43-45 and case-based skills. Similar to outcomes from the pilot intensive course, GCs had the highest baseline scores on all measures, and post-course knowledge scores were significantly higher among GCs and MDs compared with APNs.…”

Section: Discussionmentioning

confidence: 99%

Personalized cancer genetics training for personalized medicine: Improving community-based healthcare through a genetically literate workforce

Blazer

MacDonald

Culver

et al. 2011

Genetics in Medicine

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Purpose To assess the impact of a multi-modal interdisciplinary course in genetic cancer risk assessment (GCRA) and research collaboration for community-based clinicians. Clinicians are increasingly requested to conduct GCRA, but many are inadequately prepared to provide these services. Methods A prospective analysis of 131 participants (48 physicians, 41 advanced-practice nurses and 42 genetic counselors) from community settings across the U.S. The course was delivered in three phases: distance didactic learning, face-to-face training and 12 months of Web-based professional development activities to support integration of skills into practice. Cancer genetics knowledge, skills, professional self-efficacy and practice changes were measured at baseline, immediate- and 14-months-post course. Results Knowledge, skills and self-efficacy scores were significantly different between practice disciplines; however, post scores increased significantly overall and for each discipline (p<.001). Fourteen-month practice outcomes reflect significant increases in provision of GCRA services (p=.018), dissemination of cancer prevention information (p=.005) and high-risk screening recommendations (p=.004) to patients, patient enrollment in research (p=.013), and educational outreach about GCRA (p=.003). Conclusions Results support the efficacy of the multi-modal course as a tool to develop a genetically literate workforce. Sustained alumni participation in Web-based professional development activities has evolved into a distance-mediated Community of Practice in clinical cancer genetics, modeling the lifelong learning goals envisioned by leading CME stakeholders.

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“…46 Previous studies have also shown that increased self-efficacy following training predicts behavior among health professionals. 47,48 …”

Section: Methodsmentioning

confidence: 99%

Results From the Data & Democracy Initiative to Enhance Community-Based Organization Data and Research Capacity

Carroll‐Scott

Toy²,

Wyn³

et al. 2012

Am J Public Health

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Objectives In an era of community-based participatory research and increased expectations for evidence-based practice, we evaluated an initiative designed to increase community-based organizations' data and research capacity through a 3-day train-the-trainer course on community health assessments. Methods We employed a mixed method pre–post course evaluation design. Various data sources collected from 171 participants captured individual and organizational characteristics and pre–post course self-efficacy on 19 core skills, as well as behavior change 1 year later among a subsample of participants. Results Before the course, participants reported limited previous experience with data and low self-efficacy in basic research skills. Immediately after the course, participants demonstrated statistically significant increases in data and research self-efficacy. The subsample reported application of community assessment Skills to their work and increased use of data 1 year later. Conclusions Results suggest that an intensive, short-term training program can achieve large immediate gains in data and research self-efficacy in community-based organization staff. In addition, they demonstrate initial evidence of longer-term behavior change related to use of data and research skills to support their community work.

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Effects of traditional classroom and distance continuing education: a theory-driven evaluation of a vaccine-preventable diseases course

Cited by 52 publications

References 36 publications

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Personalized cancer genetics training for personalized medicine: Improving community-based healthcare through a genetically literate workforce

Results From the Data & Democracy Initiative to Enhance Community-Based Organization Data and Research Capacity

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