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Research article summary:
Videoconferencing for practice-based small-group continuing medical education: feasibility, acceptability, effectiveness, and cost.
Abstract Extract:
INTRODUCTION: Small-group, practice-based learning is an effective and well-accepted method of continuing medical education (CME). However, one limitation is that many physicians work in communities with fewer than the minimum number recommended for an ... (Full abstract text below) Published 2003
in Journal: J Contin Educ Health Prof
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. J Contin Educ Health Prof.
2003 ;23(1):38-47
Videoconferencing for practice-based small-group continuing medical education: feasibility, acceptability, effectiveness, and cost.
Allen M, Sargeant J, Mann K, Fleming M, Premi J
Office of Continuing Medical Education, Dalhousie University, 5849 University Avenue, Halifax, NS B3H 4H7.
INTRODUCTION: Small-group, practice-based learning is an effective and well-accepted method of continuing medical education (CME). However, one limitation is that many physicians work in communities with fewer than the minimum number recommended for an effective learning group. Videoconferencing has the potential to remove this limitation. The purpose of this study was to evaluate the feasibility, acceptability, effectiveness, and cost of conducting practice-based, small-group CME learning by videoconference. METHODS: Through a videoconferencing link, 10 learners in three communities were guided through four practice-based learning modules by a trained facilitator at a fourth site. Data were collected through evaluation questionnaires, direct observation by the research team, pre- and post-knowledge tests, a focus group, and an interview. RESULTS: A total of 31 learners participated in the four modules. Videoconferencing was generally well accepted by learners. The facilitator and research team observers noted that muting microphones, video quality, audio quality, and audio lag all somewhat hindered discussion. Overall, the facilitator found moderating by videoconference only slightly more difficult than a face-to-face session. There was evidence of knowledge gain, with post-test scores being 20% higher than pretest scores (p = .006). Learners reported nine practice changes from taking the modules. At commercial rates, telecommunications costs per videoconferenced module were approximately CAN$1,200. DISCUSSION: Videoconferencing has the potential to bring the benefits of small-group, practice-based learning to many physicians; however, strict attention to videoconferencing techniques is required. Cost is also an important consideration.
PMID : 12739258 [PubMed - Indexed for MEDLINE]
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Full Author Information
| First Name | LastName | Initials |
| Michael | Allen | M |
| Joan | Sargeant | J |
| Karen | Mann | K |
| Michael | Fleming | M |
| John | Premi | J |
Affiliation: Office of Continuing Medical Education, Dalhousie University, 5849 University Avenue, Halifax, NS B3H 4H7.
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MESH categories and related page links
This article was linked to the MESH categories shown on the left below. The links on the right are related Memletics pages.
Category links from this article:- Attitude of Health Personnel
- Computer-Assisted Instruction - methods
- Education, Distance - organization & administration
- Education, Medical, Continuing - organization & administration
- Evaluation Studies as Topic
- Feasibility Studies
- Focus Groups
- Humans
- Nova Scotia
- Outcome and Process Assessment (Health Care)
- Problem-Based Learning - organization & administration
- Questionnaires
- Television
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