Ten-Year Experience of Remote Medical Education in Asia

Shimizu, Shuji; Kudo, Kazuhiko; Antoku, Yasunobu; Hu, Min; Okamura, Koji; Nakashima, Naoki

doi:10.1089/tmj.2014.0018

Cited by 15 publications

(24 citation statements)

References 14 publications

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“…A more interesting finding was reported by Holmner et al who showed that by replacing a physical meeting with telemedicine, carbon reduction can be achieved, thus offering a greener choice than conventional meeting 5. As shown in the decade-long result, endoscopy-related teleconferences are gaining popularity 2. Recent advances in the field of diagnostic and therapeutic endoscopy “prompted” a wave of mutual learning from each other 2 6 7 8.…”

Section: Discussionmentioning

confidence: 96%

“…As shown in the decade-long result, endoscopy-related teleconferences are gaining popularity 2. Recent advances in the field of diagnostic and therapeutic endoscopy “prompted” a wave of mutual learning from each other 2 6 7 8. Chung et al accurately pointed out that the conventional ways of disseminating knowledge via publication in journals and books cannot match the pace of rapid development in the field of therapeutic endoscopy and laparoscopic surgery 9.…”

Section: Discussionmentioning

confidence: 99%

“…Gastrointestinal endoscopy-related activities were not as common. However, in recent years, gastrointestinal endoscopy-related teleconferences have become one of the most popular activities 2.…”

Section: Introductionmentioning

confidence: 99%

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Telemedicine for gastrointestinal endoscopy: The Endoscopic Club E-conference in the Asia Pacific Region

Rerknimitr

Kudo

et al. 2017

Endosc Int Open

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Background and study aims An Endoscopic Club E-conference (ECE) was set up in May 2014 to cater to increased demand for gastrointestinal endoscopy-related teleconferences in the Asia-Pacific region which were traditionally organized by the medical working group (MWG) of Asia-Pacific Advanced Network. This study describes how the ECE meeting was run, examines the group dynamics, outlines feedback and analyzes factors affecting the enthusiasm of participants. It is hoped that the findings here can serve as guidance for future development of other teleconference groups. Methods The preparation, running of and feedback on the ECE teleconference were evaluated and described. The country’s economic situation, time zone differences, connectivity with a research and education network (REN) and engineering cooperation of each member were recorded and analyzed with regard to their association with participant enthusiasm, which was taken as participation in at least 50 % of the meetings since joining. Associations were calculated using 2-way table with chi-square test to generate odds ratio and P value. Results To date, ECE members have increased from 7 to 29 (increment of 314 %). Feedback received indicated a high level of satisfaction with program content, audiovisual transmission and ease of technical preparation. Upper gastrointestinal luminal endoscopy-related topics were the most favored program content. Those topics were presented mainly via case studies with a focus on management challenges. Time zone differences of more than 6 hours and poor engineering cooperation were independently associated with inactive participation (P values of 0.04 and 0.001 respectively). Conclusions Good program content and high-quality audiovisual transmission are keys to the success of an endoscopic medical teleconference. In our analysis, poor engineering cooperation and discordant time zones contributed to inactive participation while connectivity with REN and a country’s economic situation were not significantly associated with participant enthusiasm.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

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Telemedicine for gastrointestinal endoscopy: The Endoscopic Club E-conference in the Asia Pacific Region

Rerknimitr

Kudo

et al. 2017

Endosc Int Open

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“…We seek to build trauma management capacity in a manner that is globally scalable in the native languages of under-resourced nations, many of which now have Internet access. 27 Thus, our MOOC design provides a no-cost, high-quality education, targeted for an expansive audience of laypersons. We then supplement MOOC learning with the live two-day workshop and interactive assessments to deliver a “dual-layer” MOOC, 28 which may serve as the ideal model to confer both clinical knowledge and interactional skills in a multinational force of first responders.…”

Section: Mooc For Global Scalabilitymentioning

confidence: 99%

Strategically Leapfrogging Education in Prehospital Trauma Management: Four-Tiered Training Protocols

Abraham¹,

Vyas²,

Narayan³

et al. 2015

Amer J Robot Surg

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Trauma-related injury in fast developing countries are linked to 90% of international mortality rates, which can be greatly reduced by improvements in often non-existent or non-centralized emergency medical systems (EMS)—particularly in the pre-hospital care phase. Traditional trauma training protocols—such as Advanced Trauma Life Support (ATLS), International Trauma Life Support (ITLS), and Basic Life Support (BLS)—have failed to produce an effective pre-hospital ground force of medical first responders. To overcome these barriers, we propose a new four-tiered set of trauma training protocols: Massive Open Online Course (MOOC) Trauma Training, Acute Trauma Training (ATT), Broad Trauma Training (BTT), and Cardiac and Trauma Training (CTT). These standards are specifically differentiated to accommodate the educational and socioeconomic diversity found in fast developing settings, where each free course is taught in native, lay language while ensuring the education standards are maintained by fully incorporating high-fidelity simulation, video-recorded debriefing, and retraining. The innovative pedagogy of this trauma education program utilizes MOOC for global scalability and a “train-the-trainer” approach for exponential growth—both components help fast developing countries reach a critical mass of first responders needed for the base of an evolving EMS.

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“…Shimuzu et al, [90] in a paper entitled "Ten-year experience of remote medical education in Asia" Table 2). The two main areas were endoscopy and surgery, with 113 (31%) and 106 (29%) events, respectively followed by health care and nursing.…”

Section: The Use Of Internet In Asian Cme/cpd Deliverymentioning

confidence: 99%

A systematic review to compare the effectiveness of face-to-face versus online (including blended learning) delivery of CME/CPD for healthcare practitioners (HCPs)

Sullivan¹

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i A systematic review to compare the effectiveness of face-to-face versus online (including blended learning) delivery of CME/CPD for healthcare practitioners (HCPs). Lisa Gaye Sullivan BBus-Marketing A thesis submitted for the degree of Master of Philosophy at The University of Queensland in 2017Medicine Faculty ii Abstract Objectives: With the ever increasing use of online learning, a systemic review of randomized clinical trials from January 2000 to October 2014 was conducted to investigate the effectiveness of education delivery for CME/CPD between face-to-face and online (including blended) learning modalities in healthcare practitioners (HCPs).Settings: Thirteen studies fit the inclusion criteria and of these four were from North America, two from Iran, two from Asia, four from Europe and one from Australia.Populations varied with five of the studies being conducted amongst primary care physicians (GPs), one with occupational physicians, five with nurses, one with allied health including physiotherapists, occupational therapists and exercise physiologists and one with a mixture of scientists and physicians.Interventions: The interventions used across the studies varied with eleven of the studies comparing face-to-face with online learning, and only two studies comparing blended with face-to-face learning. There were no studies comparing blended with online learning only.Outcomes Measures: The predominant outcomes measured by ten of the thirteen studies focused on knowledge gain and skills with eight of these also reviewing acceptability and satisfaction with the course. Knowledge gain was mostly assessed through pre and post-testing of knowledge immediately before and immediately post-intervention although several of the studies did include additional post-testing at two weeks, three months and six months.Only one study assessed preference for learning styles for future CME activities and found that all those in the web-based group (100%) and 97% of the face-to-face group wanted to stay with the same learning medium as they had experienced in the intervention.Results: Of the eleven studies comparing online with face-to-face education, all found similar and usually lasting improvements in knowledge gain from baseline with both groups suggesting that online learning was comparable or at least as effective as onsite or face-to-face training. Increased knowledge, attitudes (perception of confidence) or change in practice were found in three of the studies [1-3] with another two assessing disease detection, diagnosis and management or concordance with guidelines.iii Discussion: Although numerous studies have been conducted comparing the effectiveness of online learning or the effectiveness of face-to-face learning in CME/CPD delivery for HCPs, it appears this is the first review that has looked specifically at studies comparing the two modalities.Conclusions: Further comparative research of the different delivery modalities is required. Any new studies should include those elements known to be effective in CME ...

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Ten-Year Experience of Remote Medical Education in Asia

Cited by 15 publications

References 14 publications

Telemedicine for gastrointestinal endoscopy: The Endoscopic Club E-conference in the Asia Pacific Region

Telemedicine for gastrointestinal endoscopy: The Endoscopic Club E-conference in the Asia Pacific Region

Strategically Leapfrogging Education in Prehospital Trauma Management: Four-Tiered Training Protocols

A systematic review to compare the effectiveness of face-to-face versus online (including blended learning) delivery of CME/CPD for healthcare practitioners (HCPs)

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