Randomized Trial of an Internet Curriculum on Herbs and Other Dietary Supplements for Health Care Professionals

Kemper, Kathi J.; Amata-Kynvi, Andey; Sanghavi, Darshak M.; Whelan, Julia; Dvorkin, Lana; Woolf, Alan D.; Samuels, Ronald C.; Hibberd, Patricia L.

doi:10.1097/00001888-200209000-00014

Cited by 53 publications

(40 citation statements)

References 20 publications

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“…Although many medical schools and residency programs offer survey courses on CAM, 126,127 the extent to which pediatric residencies and postgraduate courses address educational needs about CAM are unknown. [128][129][130][131] However, there have been significant gains in the growth of academic integrative medicine since the establishment of the Consortium for Academic Health Centers for Integrative Medicine in 2000. There are also well-established training programs for physicians in specific modalities such as hypnosis and acupuncture.…”

Section: Education and Trainingmentioning

confidence: 99%

The Use of Complementary and Alternative Medicine in Pediatrics

Kemper¹,

Vohra²,

Walls³

2008

Pediatrics

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279

185

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The American Academy of Pediatrics is dedicated to optimizing the well-being of children and advancing family-centered health care. Related to these goals, the American Academy of Pediatrics recognizes the increasing use of complementary and alternative medicine in children and, as a result, the need to provide information and support for pediatricians. From 2000 to 2002, the American Academy of Pediatrics convened and charged the Task Force on Complementary and Alternative Medicine to address issues related to the use of complementary and alternative medicine in children and to develop resources to educate physicians, patients, and families. One of these resources is this report describing complementary and alternative medicine services, current levels of utilization and financial expenditures, and associated legal and ethical considerations. The subject of complementary and alternative medicine is large and diverse, and consequently, an in-depth discussion of each method of complementary and alternative medicine is beyond the scope of this report. Instead, this report will define terms; describe epidemiology; outline common types of complementary and alternative medicine therapies; review medicolegal, ethical, and research implications; review education and training for complementary and alternative medicine providers; provide resources for learning more about complementary and alternative medicine; and suggest communication strategies to use when discussing complementary and alternative medicine with patients and families.

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Section: Education and Trainingmentioning

confidence: 99%

The Use of Complementary and Alternative Medicine in Pediatrics

Kemper¹,

Vohra²,

Walls³

2008

Pediatrics

Self Cite

279

185

View full text Add to dashboard Cite

show abstract

“…Out of a maximum possible score of 20, the median score on the pretest was 15 (range, 10 -20) and the median score on the initial take of the posttest was 18 (range, [11][12][13][14][15][16][17][18][19][20]. Although only 15% of the clinicians achieved a 100% score on their initial posttest, the median number of times clinicians needed to take the posttest to achieve a perfect score was 2 (range, 1-9; median, 1 retake).…”

Section: Overall Scores (Comparison Of Pretest and Posttest)mentioning

confidence: 99%

“…Several studies have compared online continuing medical education to no intervention, demonstrating increased knowledge, attitudes, confidence, and/or satisfaction with the online training. [7][8][9][10][11][12][13][14][15][16][17][18][19] ) A meta-analysis of Internet-based health professions education (including, but not limited to, practicing clinicians) demonstrated comparable effectiveness in knowledge, skills, and behaviors compared with traditional instructional methods. 20 …”

Section: Comparison With Previously Published Literaturementioning

confidence: 99%

Internet-based Training in a Practice-based Research Network Consortium: A Report from the Primary Care Multiethnic Network (PRIME Net)

Williams¹,

McPherson²,

Kong³

et al. 2009

The Journal of the American Board of Family Medicine

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Background: Continuing growth of the research spectrum of practice-based research networks (PBRNs) creates a need (1) for new approaches to training clinicians in research protocols and (2) to standardize clinician data collection. Each existing training method has shortcomings when used in geographically dispersed PBRNs. We describe here the use and costs of Internet-based training in support of a research protocol across a PBRN consortium.Methods: Clinicians in 4 PBRNs in the PRIME Net consortium participated in training for a study of acanthosis nigricans (AN). We compared results of pre-and posttraining assessments of knowledge and ability to correctly diagnosis AN. We also calculated costs for placement of the training on the Internet.Results: Among 103 participating clinicians, statistically significant increases in knowledge acquisition were demonstrated for all but 2 of the individual topics and in total scores on the assessments. AN diagnostic sensitivity increased from 52% to 99% to 96% to 100%, whereas specificity increased from 70% to 96% to 74% to 97%. Total costs for the web aspects of the training were $3732.

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“…However, not only medical students may benefit from the offer but also persons from other fields of study, for example nurses, pharmacists. Advantages compared to "classic learning resources" are the transfer of declarative to procedural knowledge, increased flexibility for both student and teacher [1,8,9]. Furthermore it leads to an adaption more towards individual interests and learning style preferences leading to higher interest and curiosity [2,[10][11][12] The parameters of curiosity and interest may prove to be one of the primary affects which have been shown to arouse intrinsic motivation.…”

Section: Discussionmentioning

confidence: 99%

Training Interprofessional Communication within Clinical Reasoning Processes–E-Learning Cases

Seitz¹,

MD²,

Turk³

et al. 2017

J Health Med Inform

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E-Learning methods have shown a great number of advantages compared to traditional lectures and classroom settings. These include lower total cost, an increased temporal and spatial flexibility as well as taking individual interests and learning style preferences into account. We present a newly implemented case-based E-Learning program at the Vienna Medical University (MUV) for medical students. With over 110 interactive cases, in which learning objectives are aligned with two thirds of the MUVs medical curriculum. In future we aim to examine possible quantitative differences in exam grades and an improvement in knowledge or skills after using E-Learning versus using traditional methods.

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Randomized Trial of an Internet Curriculum on Herbs and Other Dietary Supplements for Health Care Professionals

Abstract: Internet-based education about herbs and dietary supplements for diverse health professionals is feasible and results in significant and sustained improvements in knowledge, confidence, and communication practices.

Cited by 53 publications

References 20 publications

The Use of Complementary and Alternative Medicine in Pediatrics

The Use of Complementary and Alternative Medicine in Pediatrics

Internet-based Training in a Practice-based Research Network Consortium: A Report from the Primary Care Multiethnic Network (PRIME Net)

Training Interprofessional Communication within Clinical Reasoning Processes–E-Learning Cases

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