Hepatitis C videoconferencing: The impact on continuing medical education for rural healthcare providers
Hepatitis C videoconferencing: The impact on continuing medical education for rural healthcare providers
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DOI：
10.1089/tmj.2006.0050
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发表时间：
2007-06-01
期刊：
影响因子：
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通讯作者：
Nesbitt, Thomas S.
中科院分区：
文献类型：
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作者：
Rossaro, Lorenzo;Tran, Thu P.;Nesbitt, Thomas S.
本研究比较了多点视频会议 (VC) 与标准讲座 (ST) 对初级保健提供者（MD、NP/PA 和 RN）丙型肝炎病毒 (HCV) 教育的影响。假设远程医疗教学的教育影响与传统方法相当。目的是为参与者提供有关 HCV 自然史、诊断和管理的临床相关信息和知识。通过在教育干预前后进行的 10 项测验对知识的提高进行评分。提供者组内预测试知识分数的比较显示，ST 与 VC 方法的基线知识没有统计学上的显着差异。然而，对于所有从业者来说，VC 组在预测试中的得分显着低于 ST 组 (p < 0.05)。所有三种类型的学习者在干预后都提高了他们的知识分数。平均而言，MD 和 NP/PA 在后测中多正确回答了 2 到 3.5 个问题。注册护士表现出最大的进步，在干预后平均多正确回答了四到五个问题。两种方法之间知识得分的提高具有统计显着性，有利于 MD 的 VC（VC = 3.56 +/- 1.92 与 ST = 2.13 +/- 1.89，p < 0.001）和所有组的组合（VC 4.37 +/- 1.92 与 ST 3.06 +/- 1.89，p < 0.001）。这项研究的结果表明，VC 与标准继续医学教育 (CME) 相比，即使不是更好，也是相当的。 VC 可以潜在地改善临床医生关于 HCV 病史、诊断和治疗的教育，从而对患有这种疾病的患者的临床病程产生重大影响。此外，风险投资还有可能消除农村从业者接受专业教育的经济和地理障碍。
This study compared the impact of multipoint videoconferencing ( VC) versus standard lecturing (ST) on primary care providers' (MDs, NPs/PAs, and RNs) education regarding hepatitis C virus (HCV). The hypothesis was that the educational impact of teaching through telemedicine is comparable to the traditional method. The aim was to provide participants clinically relevant information and knowledge about the natural history, diagnosis, and management of HCV. Improved knowledge was scored from a 10-item quiz administered before and after the educational intervention. Comparison of the pretest knowledge scores within provider groups showed no statistically significant difference in baseline knowledge for the ST versus VC method. However, for all practitioners combined, the VC group scored significantly lower on the pretest than the ST group ( p < 0.05). All three types of learners improved their knowledge scores following intervention. On average, MDs and NP/PAs correctly answered two to 3.5 more questions in the posttest. RNs showed the greatest improvements, correctly answering an average of four to five more questions following intervention. Improvement in knowledge scores between the two methods was statistically significant in favor of VC for the MDs ( VC = 3.56 +/- 1.92 vs. ST = 2.13 +/- 1.89, p < 0.001) and all groups combined ( VC 4.37 +/- 1.92 vs ST 3.06 +/- 1.89, p < 0.001). The results of this study indicate that VC is equivalent, if not better, than standard continuing medical education (CME). VC can potentially improve clinician education regarding the history, diagnosis, and management of HCV, thereby making a substantial impact on the clinical course of patients with this condition. In addition, VC has the potential to eliminate the financial and geographic barriers to professional education for rural practitioners.