Evaluating the Role of Key Learning Theories in ECHO: A Telehealth Educational Program for Primary Care Providers
Evaluating the Role of Key Learning Theories in ECHO: A Telehealth Educational Program for Primary Care Providers
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DOI：
10.1353/cpr.2013.0043
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发表时间：
2013-12-01
影响因子：
1.1
通讯作者：
Johnson, Daniel
中科院分区：
文献类型：
--
作者：
Socolovsky, Carmela;Masi, Christopher;Johnson, Daniel
背景：Echo(社区卫生保健结果扩展)是一项远程卫生教育计划，它使用视频会议技术来培训社区初级保健提供者(PCP)如何管理复杂的慢性病。ECHO的主要组成部分是教学、案例演示和基于案例的学习。Echo是利用社会认知理论、情境学习理论和实践共同体理论的关键原理开发的。目的：在先前的研究中，我们实施了Echo课程来改善难治性高血压的管理。本研究的目标是确定学习理论在多大程度上是ECHO课程的基础，并确定将这些理论的关键原则更有效地融入ECHO计划的机会。方法：我们对参与试点课程的9名临床医生进行了半结构化访谈。以社区为基础的PCP协助问题开发、分析和手稿准备。结果：文本分析支持Echo基于社会认知理论、情境学习理论和实践共同体理论的观点。研究参与者的评论强调了每种理论原理的好处。相反，他们还建议我们可以通过更紧密地坚持具体的学习理论策略来改进ECHO的实施。结论：我们的结果表明，ECHO确实反映了社会认知理论、情境学习理论和实践共同体理论的主要使用者。我们的Echo课程的几个方面可以通过更全面地应用这些学习理论来改进。
Background: ECHO (Extension for Community Healthcare Outcomes) is a telehealth educational program that uses videoconference technology to train community-based primary care providers (PCP's) on the management of complex, chronic diseases. The main components of ECHO are didactics, case presentations, and case-based learning. ECHO was developed using the key principles of Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory.Objectives: In a prior study, we implemented an ECHO curriculum to improve management of resistant hypertension. The goals of the current study were to determine the extent to which the learning theories served as the foundation of the ECHO curriculum and identify opportunities to more effectively incorporate key principles of these theories into the ECHO program.Methods: We conducted semi-structured interviews with the nine clinicians who participated in the pilot curriculum. A community-based PCP assisted with question development, analysis, and manuscript preparation. We analyzed the interview transcripts using Directed Content Analysis.Results: Transcript analysis supported the contention that ECHO is based upon Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. Comments from study participants highlighted benefits of each theory's principles. Conversely, they also suggested we could improve our implementation of ECHO by adhering more closely to specific learning theory strategies.Conclusions: Our results indicate that ECHO indeed reflects the key tenants of Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory. Several aspects of our ECHO curriculum can be improved by more complete application of these learning theories.