ArticleBMC medical education2010
A comparative evaluation of the effect of Internet-based CME delivery format on satisfaction, knowledge and confidence.
Article in BMC medical education, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
21 citing papers in PubMed.
- Effect of Smartphone App-Based Education on Clinician Prescribing Habits in a Learning Health Care System: A Randomized Cluster Crossover Trial.JAMA network open · 2022Trial
- Examining uptake of online education on obstructive sleep apnoea in general practitioners: a randomised trial.BMC research notes · 2016Trial
- A comparison of online versus on-site training in health research methodology: a randomized study.BMC medical education · 2011Trial
- Physician preferences for Online and In-person continuing medical education: a cross-sectional study.BMC medical education · 2024Article
- Article
- On the advantages and disadvantages of virtual continuing medical education: a scoping review.Canadian medical education journal · 2023Article
- Online re-examination of postgraduate medical students during the COVID-19 pandemic.BMC medical education · 2022Article
- Alternatives surgical training approaches during COVID-19 pandemic.Annals of medicine and surgery (2012) · 2021Review
- Current Practices and Existing Gaps of Continuing Medical Education among Resident Physicians in Abha City, Saudi Arabia.International journal of environmental research and public health · 2020Article
- Evaluation of the Effects of E-Learning on Nurses' Behavior and Knowledge Regarding Venous Thromboembolism.Tanaffos · 2019Article
- Effect of an interactive E-learning tool for delirium on patient and nursing outcomes in a geriatric hospital setting: findings of a before-after study.BMC geriatrics · 2018Article
- Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.Applied clinical informatics · 2017Article
- Point-of-Care Ultrasound for Jugular Venous Pressure Assessment: Live and Online Learning Compared.Cureus · 2017Article
- Development and Assessment of an E-learning Course on Pediatric Cardiology Basics.JMIR medical education · 2017Article
- Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?International journal of medical education · 2016Article
- The effect of an interactive delirium e-learning tool on healthcare workers' delirium recognition, knowledge and strain in caring for delirious patients: a pilot pre-test/post-test study.BMC medical education · 2016Article
- Magnesium sulphate for fetal neuroprotection: benefits and challenges of a systematic knowledge translation project in Canada.BMC pregnancy and childbirth · 2015Article
- Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study.The Journal of chiropractic education · 2014Article
- An interactive internet-based continuing education course on sexually transmitted diseases for physicians and midwives in Peru.PloS one · 2011Article
- Knowledge, attitudes and beliefs about chronic noncancer pain in primary care: a Canadian survey of physicians and pharmacists.Pain research & managementArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInternet-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.
methodsEvaluative 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.
resultsParticipants 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.
conclusionsThe findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.