A comparative evaluation of the effect of Internet-based CME delivery format on satisfaction, knowledge and confidence.

BMC Medical Education
Vernon CurranFran Kirby

Abstract

Internet-based instruction in continuing medical education (CME) has been associated with favorable outcomes. However, more direct comparative studies of different Internet-based interventions, instructional methods, presentation formats, and approaches to implementation are needed. The purpose of this study was to conduct a comparative evaluation of two Internet-based CME delivery formats and the effect on satisfaction, knowledge and confidence outcomes. Evaluative outcomes of two differing formats of an Internet-based CME course with identical subject matter were compared. A Scheduled Group Learning format involved case-based asynchronous discussions with peers and a facilitator over a scheduled 3-week delivery period. An eCME On Demand format did not include facilitated discussion and was not based on a schedule; participants could start and finish at any time. A retrospective, pre-post evaluation study design comparing identical satisfaction, knowledge and confidence outcome measures was conducted. Participants in the Scheduled Group Learning format reported significantly higher mean satisfaction ratings in some areas, performed significantly higher on a post-knowledge assessment and reported significantly higher post-confi...Continue Reading

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Citations

Jun 21, 2011·BMC Medical Education·Rakesh AggarwalRobert C Bollinger
Oct 1, 2013·Nurse Education Today·Mari LahtiMaritta Välimäki
May 2, 2014·The Journal of Chiropractic Education·Jean-Nicolas PoirierKristina Petrocco-Napuli
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Feb 2, 2021·Annals of Medicine and Surgery·Faiz TumaJohn Blebea

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