Videoconferencing for practice-based small-group continuing medical education: feasibility, acceptability, effectiveness, and cost.
Videoconferencing for practice-based small-group continuing medical education: feasibility, acceptability, effectiveness, and cost.
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DOI：
10.1002/chp.1340230107
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发表时间：
2003-01-01
期刊：
影响因子：
--
通讯作者：
Premi, John
中科院分区：
文献类型：
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作者：
Allen, Michael;Sargeant, Joan;Premi, John
简介：小组，实践为基础的学习是一种有效的和广泛接受的继续医学教育（CME）的方法。然而，一个限制是，许多医生在社区工作，少于一个有效的学习小组建议的最低数量。视频会议有可能消除这一限制。本研究的目的是评估的可行性，可接受性，有效性和成本进行实践为基础的，小组继续医学教育学习通过videoconference.METHODS：通过视频会议的链接，10名学习者在三个社区的指导下，通过四个实践为基础的学习模块由一个训练有素的主持人在第四个网站。数据收集通过评估问卷，直接观察的研究小组，前和后的知识测试，焦点小组，和interviews.RESULTS：共31名学习者参加了四个模块。学习者普遍接受视频会议。主持人和研究小组观察员指出，静音麦克风，视频质量，音频质量和音频滞后都在一定程度上阻碍了讨论。总的来说，主持人认为通过视频会议主持会议仅比面对面会议稍微困难一些。有证据表明，知识的增益，后测试分数比前测试分数高20%（p = 0.006）。学习者报告了参加模块后的九个实践变化。按商业费率计算，每个视频会议模块的电信费用约为1，200加元。讨论：视频会议有可能为许多医生带来小组实践学习的好处;但是，需要严格注意视频会议技术。成本也是一个重要的考虑因素。
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.