Online-Fortbildung auf der Basis nationaler Versorgungsleitlinien

Abstract

Effective translation of relevant knowledge into clinical practice is essential for modern health care systems. National Disease Management Guidelines (NDMG) are considered relevant instruments to support this transfer. To implement NDMG Internet-based continuing medical education (CME), modules and online case-based learning objects were designed and published. To ensure high quality the contents are based on NDMG and subjected to multi-step review processes. Presentation on the web was realized through a modified content management system. To obtain a CME certificate, completing an online questionnaire using a four-point Likert scale was mandatory. Between June 2003 and April 2005, 3,105 physicians were registered and used the platform: 95% of the physicians expressed positive feedback in the evaluation questionnaire, and 35% actually used the corresponding NDMG in practice. This prompted the development of interactive medical case-based learning objects as a second learning pathway. An Internet platform for CME including case-based learning objects can be a helpful tool to assure the provision of scientific knowledge for patient care.

On the advantages and disadvantages of virtual continuing medical education: a scoping review

“…A majority of articles reported an advantage of VCME being convenience 29 - 31 (38%, n = 107), including ease of access (e.g., ability to access the program anywhere with an enabled device, regardless of geographic location), 10 , 15 , 23 , 32 - 93 reduced travel (time, distance), 10 , 15 , 33 , 34 , 39 , 53 , 54 , 58 , 70 , 82 , 91 , 94 - 113 and scheduling flexibility. 32 - 34 , 39 , 40 , 44 - 46 , 49 , 51 , 52 , 61 , 63 , 64 , 69 , 75 , 81 , 83 , 88 , 92 , 94 , 97 , 98 , 106 , 113 - 132 This data was gathered through surveys (e.g., questionnaires, evaluation forms) ( n = 57); focus groups ( n = 1); interviews ( n = 5); a combination of surveys, focus groups and/or interviews, ( n = 6); general feedback (e.g., comments from participants) ( n = 3); data analysis (e.g., using analytics to measure participation and engagement) ( n = 1); or feedback from VCME organizers ( n = 5).…”

“…The second most reported advantage was favourable learning formats 94 (33%, n = 92), including the qualities of being self-directed/self-paced; 33 , 34 , 48 , 59 , 61 , 64 , 72 , 73 , 85 , 92 , 97 , 113 , 115 , 125 , 130 , 134 - 142 , 120 , 122 , 123 , 143 , 144 interactive; 6 , 10 , 29 , 32 , 39 , 41 , 43 - 45 , 57 , 69 , 72 , 88 , 94 , 97 , 99 , 101 , 102 , 105 , 106 , 115 , 118 , 130 , 136 , 142 , 145 - 152 engaging; 10 , 32 , 93 , 102 , 143 , 153 user-friendly; 44 , 59 - 61 , 9...…”