A comparative evaluation of the effect of internet-based CME delivery format on satisfaction, knowledge and confidence
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.
Methods: 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.
Results: 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-confidence scores than participants in the eCME On Demand format that was not scheduled and did not include facilitated discussion activity.
Conclusions: The findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.
Author: Vernon CurranLisa FleetFran Kirby
Credits/Source: BMC Medical Education 2010, 10:10
Published on: 2010-01-29
Copyright by the authors listed above - made available via BioMedCentral (Open Access). Please
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