Author: Brian S McGowan, PhD

BACKGROUND: The time course of physicians’ knowledge retention after learning activities has not been well characterized. Understanding the time course of retention is critical to optimizing the reinforcement of knowledge.
DESIGN: Educational follow-up experiment with knowledge retention measured at 1 of 6 randomly assigned time intervals (0–55 days) after an online tutorial covering 2 American Diabetes Association guidelines.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2517967/pdf/11606_2008_Article_604.pdf

BACKGROUND: Increased clinical demands and decreased available time accentuate the need for efficient learning in postgraduate medical training. Adapting Web-based learning (WBL) to learners’ prior knowledge may improve efficiency.
OBJECTIVE: We hypothesized that time spent learning would be shorter and test scores not adversely affected for residents who used a WBL intervention that adapted to prior knowledge.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2517946/pdf/11606_2008_Article_541.pdf

ABSTRACT
Background Published clinical guidelines need to be combined with effective educational interventions to produce change in practice. Problem-based learning (PBL) groups are effective; however, research studies have not looked at change in practice following PBL that is independent of group interaction.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2629824/pdf/bjgp59-104.pdf

Abstract
Background: Several studies suggest that General Practitioners (GPs) prefer “traditional” media such as journals or quality circles when they are seeking out different options to meet their continuing medical education (CME) requirements. A survey was designed in order to gain a better understanding of German General Practitioners’ preferences for different forms of educational media that will meet their CME needs.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2662827/pdf/1472-6963-9-31.pdf

Abstract
Background—Physician adherence to National Cholesterol Education Program clinical practice guidelines has been poor.
Methods—We recruited 68 primary care family and internal medicine practices; 66 were randomly allocated to a study arm; 5 practices withdrew, resulting in 29 receiving the Third Adult Treatment Panel (ATP III) intervention and 32 receiving an alternative intervention focused on the Seventh Report of the Joint National Committee on the Prevention, Detection, Evaluation, and Treatment of High Blood Pressure (JNC-7). The ATP III providers received a personal digital assistant providing the Framingham risk scores and ATP III–recommended treatment. All practices received copies of each clinical practice guideline, an introductory lecture, 1 performance feedback report, and 4 visits for intervention-specific academic detailing.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2937279/pdf/nihms227894.pdf

Abstract
Background: Information about web-based education outcomes in comparison with a face-to-face format can help researchers and tutors prepare and deliver future web-based or face-to-face courses more efficiently. The aim of this study was to compare the effectiveness of web-based and face-to-face continuing education methods in improving nurses’ knowledge about AIDS.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2717067/pdf/1472-6920-9-41.pdf

Abstract
Background: Engaging practicing physicians in educational strategies that reinforce guideline adoption and improve the quality of healthcare may be difficult. Push technologies such as email offer new opportunities to engage physicians in online educational reinforcing strategies. The objectives are to investigate 1) the effectiveness of email announcements in engaging recruited community-based primary care physicians in an online guideline reinforcement strategy designed to promote Chlamydia screening, 2) the characteristics of physicians who respond to email announcements, as well as 3) how quickly and when they respond to email announcements.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC521491/pdf/1472-6920-4-17.pdf

Abstract
Introduction—Physician use of the Internet for practice improvement has increased dramatically over the last decade, but research shows that many physicians choose not to participate. The current study investigated the association of specific physician characteristics with enrollment rates and intensity of participation in a specific Internet-delivered educational intervention to improve care to post–myocardial infarction (MI) patients.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3155512/pdf/nihms313989.pdf

Key points
• The effectiveness of large-group sessions in continuing medical education can be enhanced by using rigorous
needs assessments and increasing interactivity and engagement in the learning process.
• Other interventions that show promise include small-group learning, communities of practice and distance-based education.
• Self-directed learning may be enhanced by the addition of portfolio-based learning and self-assessment exercises.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2817343/pdf/1820e89.pdf