Web-based continuing medical education (II): Evaluation study of computer-mediated continuing medical education

Curran, Vernon; Hoekman, Theodore B.; Gulliver, Wayne; Landells, Ian; Hatcher, Lydia

doi:10.1002/chp.1340200207

Cited by 72 publications

(52 citation statements)

References 23 publications

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“…Online and other interactive multimedia CE activities are growing in popularity in other health care fields as well. [21][22][23][24][25][26][27][28] The flexibility of online CE activities is ideal for ATs, who can complete them according to their specific learning needs whenever, wherever, and however they choose.…”

Section: Participation In Formal Ce Activitiesmentioning

confidence: 99%

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Armstrong

Weidner

2010

Journal of Athletic Training

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Context: Continuing education (CE) is intended to promote professional growth and, ultimately, to enhance professional practice.Objective: To determine certified athletic trainers' participation in formal (ie, approved for CE credit) and informal (ie, not approved for CE credit) CE activities and the perceived effect these activities have on professional practice with regard to improving knowledge, clinical skills and abilities, attitudes toward patient care, and patient care itself.Design: Cross-sectional study. Setting: Athletic training practice settings.Patients or Other Participants: Of a geographic, stratified random sample of 1000 athletic trainers, 427 (42.7%) completed the survey.Main Outcome Measure(s): The Survey of Formal and Informal Athletic Training Continuing Education Activities was developed and administered electronically. The survey consisted of demographic characteristics and Likert-scale items regarding CE participation and perceived effect of CE on professional practice. Internal consistency of survey items was determined using the Cronbach a (a 5 0.945). Descriptive statistics were computed for all items. An analysis of variance and dependent t tests were calculated to determine differences among respondents' demographic characteristics and their participation in, and perceived effect of, CE activities. The a level was set at .05.Results: Respondents completed more informal CE activities than formal CE activities. Participation in informal CE activities included reading athletic training journals (75.4%), whereas formal CE activities included attending a Board of Certification-approved workshop, seminar, or professional conference not conducted by the National Athletic Trainers' Association or affiliates or committees (75.6%). Informal CE activities were perceived to improve clinical skills or abilities and attitudes toward patient care. Formal CE activities were perceived to enhance knowledge.Conclusions: More respondents completed informal CE activities than formal CE activities. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit.Key Words: athletic trainers, professional advancement, lifelong learning Key Points N Athletic trainers engaged in both formal and informal continuing education activities to improve their knowledge, clinical skills or abilities, attitudes toward patient care, and patient care itself.N Athletic trainers participated in informal continuing education more often than in formal continuing education and preferred shorter-duration activities.N Formal continuing education was perceived to improve knowledge more than informal continuing education did, although the latter was perceived to improve clinical skills or abilities and to improve attitudes toward patient care more than the former. Both types were believed to improve patient care.

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Section: Participation In Formal Ce Activitiesmentioning

confidence: 99%

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Armstrong

Weidner

2010

Journal of Athletic Training

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“…Structured activities are helpful and this has also been noted in other studies (Marshall et al 2001;Curran et al 2003). However, the use of a discussion board was noted by members in two studies to be difficult and tedious to use (Curran et al 2000). Etzioni and Etzioni (1999) state that these differences may be due to the lack of available technology that can facilitate online collaborative learning.…”

Section: Amentioning

confidence: 66%

Online collaborative learning for healthcare continuing professional development: a cross-case analysis of three case studies

2007

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There has been increasing interest in the use of computers to facilitate collaborative learning between healthcare professionals for continuing professional development but many schemes appear to be unsuccessful. The aim of the study was to identify, from a cross-case analysis of three case studies, the main factors that facilitate and inhibit online collaborative learning for healthcare continuing professional development. The intervention was an asynchronous, structured and moderated discussion board. Data were collected by semi-structured telephone interviews on a purposive sample from each case study, documentary analysis of all self-reported comments made in the discussion boards, log of technical problems and evaluation of discussion board activity. Three key factors were identified: the need for implementation based on the requirements of users, the acceptance of this approach by the user and the development of a supportive organization within which the healthcare professionals work. This study has highlighted the overall low level of activity and this would appear to be because implementation has not been based on an understanding of the healthcare context.

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“…This finding is in contrast to the study where a webbased learning group and a control group that received identical educational content demonstrated no difference in knowledge gains between groups [9] . Whereas, another study conducted to assess the effectiveness of web-based continuing medical education demonstrated a significant knowledge gain [10] . The subjects of the study were practicing physicians who were adult learners.…”

Section: Discussionmentioning

confidence: 99%

Self-directed E-Learning in Under Graduate Medical Teaching

Shenoy¹

2017

jmscr

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Web-based continuing medical education (II): Evaluation study of computer-mediated continuing medical education

Cited by 72 publications

References 23 publications

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Formal and Informal Continuing Education Activities and Athletic Training Professional Practice

Online collaborative learning for healthcare continuing professional development: a cross-case analysis of three case studies

Self-directed E-Learning in Under Graduate Medical Teaching

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