ArticleDermatology and therapy2024
Virtual Learning Decreases the Carbon Footprint of Medical Education.
Article in Dermatology and therapy, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed.
- Delivering remote procedural training on peripheral intravenous cannulation to medical students using the Microsoft Hololens 2: a mixed-methods evaluation.BMC medical education · 2026Trial
- Environmental Impact of Online Versus in-Person Critical Care Education Through the Carbon Footprint Analysis of the CERTAIN Program: Cross-Sectional Study.JMIR formative research · 2025Article
- The climate emergency for rheumatologists: where do we stand?Clinical rheumatology · 2025Review
- Environmental Impact and Sustainability Associated with the Practice of Dermatology.The Journal of clinical and aesthetic dermatology · 2025Review
- Delivering clinical tutorials to medical students using the Microsoft HoloLens 2: A mixed-methods evaluation.BMC medical education · 2024Article
- An Evaluation of the Microsoft HoloLens2 in the Clinical Teaching of Pain Pathways for Undergraduate Medical Students.The journal of education in perioperative medicine : JEPMArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe environmental impact of holding in-person academic conferences and continuing medical education (CME) programs can be significant. In-person conferences provide a unique social and professional platform to engage in networking and foster professional development; however, there is an opportunity for hybrid and virtual platforms to provide CME for broader audiences looking to improve their clinical skills and strengthen their knowledge base. This study seeks to describe the reduction in carbon emissions associated with a webinar hosted by an online dermatology-focused medical education platform.
methodsThis cross-sectional study used the location of deidentified virtual attendees of a webinar to predict the carbon emissions produced if attendees had instead traveled to the location of the most recent Integrative Dermatology Symposium (Sacramento, CA). Following collection of each virtual attendee's location, the mode of transportation was predicted on the basis of each participant's distance to the conference.
resultsThe estimated carbon emissions were calculated for 576 participants. The total estimated, unadjusted carbon emissions for both attendees predicted to fly or drive was 370,100 kg CO
conclusionThe use of a virtual CME webinar led to a significant reduction in travel-related carbon dioxide emissions when compared to running the same program in-person event. When accounting for all passengers traveling via plane on any flight, driving to an event produced more emissions per participant than flying.
Indexed as
Identifiers
What OpenQuestion holds
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.