Author: Brian S McGowan, PhD

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

Abstract
Background: The implementation of new medical knowledge into general practice is a complex process. Blended learning may offer an effective and efficient educational intervention to reduce the knowledge-to-practice gap. The aim of this study was to compare knowledge acquisition about dementia management between a blended learning approach using online modules in addition to quality circles (QCs) and QCs alone.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2881109/pdf/1748-5908-5-1.pdf

Abstract
Background: Educational courses for doctors and medical students are increasingly offered via the Internet. Despite much research, course developers remain unsure about what (if anything) to offer online and how. Prospective learners lack evidence-based guidance on how to choose between the options on offer. We aimed to produce theory driven criteria to guide the development and evaluation of Internet-based medical courses.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2825237/pdf/1472-6920-10-12.pdf

Abstract
Background: 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.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835720/pdf/1472-6920-10-10.pdf

Abstract
Introduction: Although several online continuing medical education (CME) offers exist, the utilization of these by physicians is still low. In this study, we aimed to investigate the attitude towards and use of the Internet and online CME in German general practitioners (GPs) and to identify potential starting points to increase the use of online CME.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2733536/pdf/GMS-07-08.pdf

Abstract
Background

The Internet is increasingly used as a medium for the delivery of interventions designed to promote health behavior change. However, reviews of these interventions to date have not systematically identified intervention characteristics and linked these to effectiveness.

Objectives

The present review sought to capitalize on recently published coding frames for assessing use of theory and behavior change techniques to investigate which characteristics of Internet-based interventions best promote health behavior change. In addition, we wanted to develop a novel coding scheme for assessing mode of delivery in Internet-based interventions and also to link different modes to effect sizes.

via Using the Internet to Promote Health Behavior Change: A Systematic Review and Meta-analysis of the Impact of Theoretical Basis, Use of Behavior Change Techniques, and Mode of Delivery on Efficacy.