Telemedicine for patient education

Byers, David L.; Hilgenberg, Cheryl; Rhodes, Dent M.

doi:10.1080/08923649909527035

Cited by 4 publications

(7 citation statements)

References 4 publications

(3 reference statements)

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“…Face-to-face collaboration with those having the needed expertise may not always be possible, therefore, alternate ways for professional collaboration need to be considered. Innovative applications of information technology in health care are increasingly being explored (Bowles, 1997;Byers, Hilgenberg, & Rhodes, 1999). Simpson (1995) contended that information technology provides opportunities for individual nurses to network and communicate with other nurses through use of the Internet.…”

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confidence: 99%

Building Transcultural Knowledge through Intercollegiate Collaboration

Hilgenberg

Schlickau

2002

J Transcult Nurs

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Although the importance of providing culturally congruent care is widely recognized among nurses, many nurses lack the skill and knowledge necessary to successfully provide culturally competent care. Nursing programs need to better prepare students in transcultural nursing. This article describes an innovative collaborative learning activity that was implemented between two different nursing programs in different states aimed at improving students' transcultural knowledge. Students worked in small groups and used the Internet to collaborate on case studies that focused on transcultural health care issues. Responses collected by anonymous evaluations at the end of three semesters identified both strengths and weaknesses of the project. Results and suggestions for improvement are reported.

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confidence: 99%

Building Transcultural Knowledge through Intercollegiate Collaboration

Hilgenberg

Schlickau

2002

J Transcult Nurs

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“…Interestingly, main-site students also perceived more "barriers to in-depth learning" than did remote-site students. Paul (1990, 21-8) * statistically significant (p < .05) ** statistically significant (p < .01) *** statistically significant (p < .001) education have been described by others (Byers, Hilgenberg, and Rhodes 1999). It is important to note that there were no significant differences between main-and remote-site students on the remaining seventeen dimensions, such as the extent to which the course "stimulated listening," provided opportunities for "class discussions" and to "ask questions," provided "access to information," and focused on experiences that could be "transferred to everyday life;" the perception of the ability for "responses to be assessed by the teacher;" and students assuming "responsibility" for actively engaging in the educational process.…”

Section: Perceptions Of Critical Thinkingmentioning

confidence: 62%

Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video

Hilgenberg

Tolone

2000

American Journal of Distance Education

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“…Videoconferencing may be acceptable when face to face or blended learning is not possible [ 13 - 15 ]. A meta-analysis of research on the use of video for distance education showed performance was higher when communication between students and instructors was two-way (either through student use of videoconferencing or the telephone) than when classes were broadcast one-way [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Communication and proximity effects on outcomes attributable to sense of presence in distance bioinformatics education

Locatis

Berner

Hammack³

et al. 2011

BMC Med Educ

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BackgroundOnline learning is increasingly popular in medical education and sense of presence has been posited as a factor contributing to its success. Communication media influences on sense of presence and learning outcomes were explored in this study. Test performance and ratings of instruction and technology, factors influenced by sense of presence, are compared under four conditions involving different media and degrees of student physical presence: 1) videoconference co-located, 2) webcast co-located, 3) videoconference dispersed, and 4) webcast dispersed.MethodsEighty one first to forth year medical students heard a lecture on telemedicine and were asked to collaboratively search a telemedicine website under conditions where the lecture was delivered by videoconference or one way streaming (webcast) and where students were either co-located or dispersed. In the videoconference conditions, co-located students could use the technology to interact with the instructor and could interact with each other face to face, while the dispersed students could use the technology to interact with both the instructor and each other. In the webcast conditions, all students could use chat to communicate with the instructor or each other, although the co-located students also could interact orally. After hearing the lecture, students collaboratively searched a telemedicine website, took a test on lecture-website content and rated the instruction and the technology they used. Test scores on lecture and website content and ratings of instruction and technology for the four conditions were compared with analysis of variance and chi-square tests.ResultsThere were no significant differences in overall measures, although there were on selected ratings of instruction. Students in both webcast conditions indicated they were encouraged more to follow up on their own and felt instruction was more interactive than co-located videoconferencing students. Dispersed videoconferencing students indicated the highest levels of interaction and there was evidence they interacted more.ConclusionResults do not strongly support proximity as a sense of presence factor affecting performance and attitudes, but do suggest communication medium may affect interactivity.

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Telemedicine for patient education

Cited by 4 publications

References 4 publications

Building Transcultural Knowledge through Intercollegiate Collaboration

Building Transcultural Knowledge through Intercollegiate Collaboration

Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video

Communication and proximity effects on outcomes attributable to sense of presence in distance bioinformatics education

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