Impact of web-based case conferencing on cancer genetics training outcomes for community-based clinicians.
Impact of web-based case conferencing on cancer genetics training outcomes for community-based clinicians.
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DOI：
10.1007/s13187-012-0313-8
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发表时间：
2012-06
期刊：
影响因子：
--
通讯作者：
Weitzel JN
中科院分区：
文献类型：
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作者：
Blazer KR;Christie C;Uman G;Weitzel JN
技术和市场力量正在推动社区环境中对癌症风险评估服务的需求，在社区环境中，很少有临床医生接受过订购和解释预测性基因检测的培训。City of Hope为社区临床医生提供遗传癌症风险评估（GCRA）的三阶段课程，包括远程教学，面对面研讨会和12个月的专业发展。按照设计，该课程无法满足日益增长的GCRA培训需求。行动研究发现，面对面的讲习班是提高课程能力的一个障碍。本研究比较了基于网络的案例会议的学习效果，面对面的培训。一个准实验设计比较了2009-2010年课程队列（n=96）的岗前知识，技能和专业自我效能结果。干预组（n=52）从事基于网络的案例会议在远程学习;对照组（n=44）参加了最初设计的课程。两个小组和所有实践学科在所有措施上都表现出显著的前到后增加。干预组的知识增长更高（p <0.015）;技能和自我效能的增长在两组之间相当（分别为p <0.33和p <0.30）。研究结果支持基于Web的案例会议的学习效用。进一步的研究可能会告知工具的开发，以评估基于网络的病例会议对实践变化和患者结局的影响，与持续专业发展的最高标准保持一致。
Technology and market forces are driving the demand for cancer risk assessment services in the community setting, where few clinicians are trained to order and interpret predictive genetic tests. City of Hope conducts a three-phase course in genetic cancer risk assessment (GCRA) for community-based clinicians, comprised of distance didactics, face-to-face workshops and 12 months of professional development. As designed, the course cannot meet increasing demands for GCRA training. Action research identified face-to-face workshops as a barrier to increasing course capacity. This study compared the learning effectiveness of Web-based case conferencing to face-to-face training. A quasi-experimental design compared pre-post knowledge, skills and professional self-efficacy outcomes from 2009-2010 course cohorts (n=96). The intervention group (n=52) engaged in Web-based case conferences during distance learning; the comparison group (n=44) participated in the course as originally designed. Both groups and all practice disciplines demonstrated significant pre-to-post increases on all measures. Knowledge increases were higher for the intervention group (p < .015); skills and self-efficacy increases were comparable between groups (p < .33 and p < .30, respectively). Findings support the learning utility of Web-based case conferencing. Further studies may inform the development of tools to assess the impact of Web-based case conferencing on practice change and patient outcomes, in alignment with the highest standards of continuing professional development.