Using Webinars for the Education of Health Professionals and People Affected by Cancer: Processes and Evaluation

Chiswell, Megan; Smissen, Annika; Ugalde, Anna; Lawson, Deborah; Whiffen, Rachel; Brockington, Sonia; Boltong, Anna

doi:10.1007/s13187-016-1138-7

Cited by 33 publications

(33 citation statements)

References 3 publications

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“…The health information seminars were started to shift to online platforms, and the pandemic process is accelerated. The early studies of webinars focus, especially on health professionals' satisfaction and patients' education (2,3). The authors concluded that all learners intended to reduce their own cancer risk.…”

Section: Discussionmentioning

confidence: 99%

“…The authors concluded that all learners intended to reduce their own cancer risk. Patients felt more knowledgeable, prepared, and confident talking about cancer (2,3). For health professionals (HP), the studies generally use the surveys to investigate the results of webinars and showed that HP is satisfied and significantly improved their information, and they would deal with the webinar topics further (3-5).…”

Section: Discussionmentioning

confidence: 99%

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How Did The Covid-19 Pandemic Effect Audience Attitudes in Webinars?

Tanıdır

Gökalp

Akdogan

et al. 2021

Preprint

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Introduction: Following the Covid-19 pandemic, the face-to-face meetings are delayed to a future date , which is still not clear. However, seminars, meetings, and conferences are necessary for updating our knowledge and skills. The web-based seminars (webinars) are the solutions to this issue. This study aimed to show the participant behavior when webinars present at the Covid-19 pandemic era. Methods: Between December 2017 – July 2020, 58 webinars were broadcasted via the Uropedia, electronic library of SUST. Data of all webinars were collected with the YouTube analytics and application of the Uropedia. Data of streaming webinars included participant behaviors such as content views, engagement time, total unique attendees, average engagement time, and the number of audience to leads. Data were split into two groups; group-1 is webinars before Covid-19 (before March 2020), group-2 is the webinars during Covid-19. Results: Total broadcast time and total page view number were found to be 112.6 hours (6761 min.) and 15919, respectively. The median participant age was 40.1 years. Median content view and median engagement time were found to be 261.0 min., and 12.2 min., respectively. Comparison of two groups revealed a significant increment in the content views (group 1;134.0 range=86.0-87.0 and group 2; 414.0 range=296.0-602.0, p<0.001) and the number of the unique attendees (group 1; 18.0 range=10.0-26.0 and group 2; 57.0 range=27.0-100.0, p<0.001) following Covid-19. However, the median engagement time of the audience did not seem to change with the Covid-19 pandemic (group 1; 11.5 range=10.0-13.3 min. and group 2; 13.2 range=9.4-18.1 min., p=0.12). Conclusion: The webinars are effective ways to share information and have many advantages, including low cost, reaching the high number of audiences. Audience number and page visits seemed to increase following the Covid-19 pandemic. However, The engagement time did not seem to affect a critical attitude of the audience

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

How Did The Covid-19 Pandemic Effect Audience Attitudes in Webinars?

Tanıdır

Gökalp

Akdogan

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…In addition to its effectiveness, patients favor group learning because it enables them to immediately receive answers to questions, discuss experiences and questions with peers, and experience a feeling of community [ 44 ]. To incorporate group learning during times of social distancing and limited in-person visits, a webinar may be a good option because this delivery mode offers the possibility of synchronous web-based interactive conversation between patients, living donors, and health care providers [ 45 ]. Additionally, contact with peers can increase patients’ self-management, and group education settings can help patients to overcome feelings of isolation [ 46 ].…”

Section: Discussionmentioning

confidence: 99%

Topics, Delivery Modes, and Social-Epistemological Dimensions of Web-Based Information for Patients Undergoing Renal Transplant and Living Donors During the COVID-19 Pandemic: Content Analysis

Klaveren¹,

Jong²,

Hendriks³

et al. 2020

J Med Internet Res

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Background The COVID-19 pandemic has markedly affected renal transplant care. During this time of social distancing, limited in-person visits, and uncertainty, patients and donors are relying more than ever on telemedicine and web-based information. Several factors can influence patients’ understanding of web-based information, such as delivery modes (instruction, interaction, and assessment) and social-epistemological dimensions (choices in interactive knowledge building). Objective The aim of this study was to systemically evaluate the content, delivery modes, and social-epistemological dimensions of web-based information on COVID-19 and renal transplantation at time of the pandemic. Methods Multiple keyword combinations were used to retrieve websites on COVID-19 and renal transplantation using the search engines Google.com and Google.nl. From 14 different websites, 30 webpages were examined to determine their organizational sources, topics, delivery modes, and social-epistemological dimensions. Results The variety of topics and delivery modes was limited. A total of 13 different delivery modes were encountered, of which 8 (62%) were instructional and 5 (38%) were interactional; no assessment delivery modes were observed. No website offered all available delivery modes. The majority of delivery modes (8/13, 62%) focused on individual and passive learning, whereas group learning and active construction of knowledge were rarely encountered. Conclusions By taking interactive knowledge transfer into account, the educational quality of eHealth for transplant care could increase, especially in times of crisis when rapid knowledge transfer is needed.

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“…Even though webinar delivery took less time, it is important to note that both delivery modes took a substantial commitment in terms of recruitment and scheduling of clinics. Delivering email coaching (i.e., 3-and 6-month follow-up Report Cards) also took a lot of time, and might be made more efficient through the use of automated email systems [25]. Trial vaccination coverage analyses are pending; webinar would need to be as effective as in-person coaching for the cost-savings to have practical value to programs.…”

Section: Discussionmentioning

confidence: 99%

Coaching primary care clinics for HPV vaccination quality improvement: Comparing in-person and webinar implementation

Calo

Gilkey

Leeman

et al. 2018

Translational Behavioral Medicine

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State health departments commonly use quality improvement coaching as an implementation strategy for improving low human papillomavirus (HPV) vaccination coverage, but such coaching can be resource intensive. To explore opportunities for improving efficiency, we compared in-person and webinar delivery of coaching sessions on implementation outcomes, including reach, acceptability, and delivery cost. In 2015, we randomly assigned 148 high-volume primary care clinics in Illinois, Michigan, and Washington State to receive either in-person or webinar coaching. Coaching sessions lasted about 1 hr and used our Immunization Report Card to facilitate assessment and feedback. Clinics served over 213,000 patients ages 11-17. We used provider surveys and delivery cost assessment to collect implementation data. This report is focused exclusively on the implementation aspects of the intervention. More providers attended in-person than webinar coaching sessions (mean 9 vs. 5 providers per clinic, respectively, p = .004). More providers shared the Immunization Report Card at clinic staff meetings in the in-person than webinar arm (49% vs. 20%; p = .029). In both arms, providers' belief that their clinics' HPV vaccination coverage was too low increased, as did their self-efficacy to help their clinics improve (p < .05). Providers rated coaching sessions in the two arms equally highly on acceptability. Delivery cost per clinic was $733 for in-person coaching versus $461 for webinar coaching. In-person and webinar coaching were well received and yielded improvements in provider beliefs and self-efficacy regarding HPV vaccine quality improvement. In summary, in-person coaching cost more than webinar coaching per clinic reached, but reached more providers. Further implementation research is needed to understand how and for whom webinar coaching may be appropriate.

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Using Webinars for the Education of Health Professionals and People Affected by Cancer: Processes and Evaluation

Cited by 33 publications

References 3 publications

How Did The Covid-19 Pandemic Effect Audience Attitudes in Webinars?

How Did The Covid-19 Pandemic Effect Audience Attitudes in Webinars?

Topics, Delivery Modes, and Social-Epistemological Dimensions of Web-Based Information for Patients Undergoing Renal Transplant and Living Donors During the COVID-19 Pandemic: Content Analysis

Coaching primary care clinics for HPV vaccination quality improvement: Comparing in-person and webinar implementation

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