Internet-Based Learning in the Health Professions

Cook, David A.; Levinson, Anthony J; Garside, Sarah; Dupras, Denise M.; Erwin, Patricia J.; Montori, Víctor M.

doi:10.1001/jama.300.10.1181

Cited by 1,312 publications

(1,235 citation statements)

References 52 publications

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“…Table 4 compares all statements on the basis of mean ranks across different age group of students and the results of Kruskal–Wallis test showed that the students’ responses were significantly different from each other for all statements p < 0.05. The students with age group 25–34 years scored significantly ( H (2) = 30.03, p < 0.0001) highest mean rank of 698 for statement 4 than 679 for age group above 34 years and 584 for age group 18–24 years.…”

Section: Resultsmentioning

confidence: 95%

“…The growing application of Internet-based learning in health professions education has been initially perceived as an effective platform for timely, convenient, and collaborative education [2]. One of the groundbreaking innovations in the Internet-based platforms with multidimensional purposes is development of social networking sites (SNSs).…”

Section: Introductionmentioning

confidence: 99%

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Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Guraya

Almaramhy

Al-Qahtani

et al. 2018

Medical Education Online

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There is a sharp rise in the use of social networking sites (SNSs) by university students for various purposes. However, little is known about the use of SNSs for educational purposes. This study aims to determine educational use of SNSs by the medical students of two Saudi and a Kuwaiti medical school. A cross-sectional study was conducted by administering a 20-statement questionnaire to the undergraduate medical and allied health sciences students of two Saudi universities: Taibah University (TU) and Imam Abdulrahman AlFaisal University (IAFU), and one Kuwaiti university, Kuwait University (KU). The data were collected and analyzed by SPSS 20. Of a total of 1312 respondents, 1181 (90%) students used SNSs and 131 (10%) did not use SNSs for any reason. Further, only 442/1181 (37%, p < 0.00) students used SNSs for education and found these sites to be useful. As many as 357 (27%) students used SNSs for sharing education-related information once a day, 306 (23%) 3–5 times a day, and 331 (25%) once a week. A maximum of 678 (52%) used Facebook for educational purpose and most of the students, 469 (38%), used SNSs for sharing lectures. There were significant variations in responses among genders and year of schooling. The use of online social media in medical education is a rapidly evolving arena of scholarship. Low use of SNSs for sharing information and significant variations in perceptions of medical students about social media should draw attention of policy-makers for promoting awareness and educational reforms.

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Section: Resultsmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Guraya

Almaramhy

Al-Qahtani

et al. 2018

Medical Education Online

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“…Internetbased educational interventions provide the opportunity for interactivity and have grown rapidly in number across all health professions 56 . Some studies suggest interactive Internet-based continuing medical education (CME) can achieve comparable or superior results compared with traditional methods; however, data from a recent meta-analysis are inconclusive as to whether this approach is more efficacious than traditional methods 32,56 . We expected to see a time-related trend towards the development of interventions with delivery formats utilizing feedback, interactivity, and based in the Internet.…”

Section: Discussionmentioning

confidence: 99%

“…Data were also extracted according to the evaluation of the intervention, which included study design, number of participants, and outcomes (knowledge, competence, confidence/attitudes, diagnostic performance, and systems outcomes). Complete definitions for the study variables pertaining to curriculum, delivery format, and outcomes can be found in Table 2 and were derived from study variables used in a recent meta-analysis of Internet-based learning in health professions 32 .…”

Section: Data Extractionmentioning

confidence: 99%

Skin Cancer Education for Primary Care Physicians: A Systematic Review of Published Evaluated Interventions

et al. 2011

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BACKGROUND: Early detection of melanoma may provide an opportunity to positively impact melanoma mortality. Numerous skin cancer educational interventions have been developed for primary care physicians (PCPs) to improve diagnostic accuracy. Standardized training is also a prerequisite for formal testing of melanoma screening in the primary care setting. OBJECTIVE: We conducted a systematic review to determine the extent of evaluated interventions designed to educate PCPs about skin cancer, including melanoma. DESIGN: Relevant studies in the English language were identified through systemic searches performed in MEDLINE, EMBASE, BIOSIS, and Cochrane through December 2010. Supplementary information was obtained from corresponding authors of the included studies when necessary. APPROACH: Studies eligible for inclusion formally evaluated skin cancer education interventions and were designed primarily for PCPs. Excluded studies lacked a specified training intervention, used decision-making software, focused solely on risk factor identification, or did not directly educate or assess participants. Twenty studies met the selection criteria. Data were extracted according to intervention content and delivery format, and study outcomes.KEY RESULTS: All interventions included instructions about skin cancer diagnosis, but otherwise varied in content. Curricula utilized six distinct educational techniques, usually incorporating more than one. Intervention duration varied from 12 min to over 6 h. Eight of the 20 studies were randomized trials. Most studies (18/20, 90%) found a significant improvement in at least one of the following five outcome categories: knowledge, competence, confidence, diagnostic performance, or systems outcomes. Competence was most commonly measured; no study evaluated all categories. Variability in study design, interventions, and outcome measures prevented correlation of outcomes with intervention characteristics. CONCLUSIONS: Despite the development of many isolated educational interventions, few have been tested rigorously or evaluated under sufficient standardized conditions to allow for quantitative comparison. Improved and rigorously tested skin cancer educational interventions for PCPs with outcome measures focusing on changes in performance are needed.

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“…Although the medical education literature is well populated with computer-based learning approaches (Cook et al 2008), the potential role of MOOCs in medical education remains under researched (Zemsky 2014;Head 2014;Williams & Nai-Fen 2015;Chapman et al 2016). Typically, courses are based on conventional higher education programmes and combine traditional materials, such as video-based lectures, recommended reading lists, automated online assessments, and discussion fora (Hoy 2014).…”

Section: Introductionmentioning

confidence: 99%

Twelve tips for developing and delivering a massive open online course in medical education

et al. 2017

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Massive open online courses (MOOCs) are a novel mode of online learning. They are typically based on higher education courses and can attract a high number of learners, often in the thousands. They are distinct from on-campus education and deliver the learning objectives through a series of short videos, recommended readings and discussion fora, alongside automated assessments. Within medical education the role of MOOCs remains unclear, with recent proposals including continuing professional development, interprofessional education or integration into campus-based blended learning curricula. In this 12-tips article, we aim to provide a framework for readers to use when developing, delivering and evaluating a MOOC within medical education based on the literature and our own experience. Practical advice is provided on how to design the appropriate curriculum, engage with learners on the platform, select suitable assessments, and comprehensively evaluate the impact of your course.

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Internet-Based Learning in the Health Professions

Cited by 1,312 publications

References 52 publications

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Measuring the extent and nature of use of Social Networking Sites in Medical Education (SNSME) by university students: Results of a multi-center study

Skin Cancer Education for Primary Care Physicians: A Systematic Review of Published Evaluated Interventions

Twelve tips for developing and delivering a massive open online course in medical education

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