Author: Brian S McGowan, PhD

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.

Abstract
Background: Working in a hospital during an extraordinary infectious disease outbreak can cause significant stress and contribute to healthcare workers choosing to reduce patient contact. Psychological training of healthcare workers prior to an influenza pandemic may reduce stress-related absenteeism, however, established training methods that change behavior and attitudes are too resource-intensive for widespread use. This study tests the feasibility and effectiveness of a less expensive alternative – an interactive, computer-assisted training course designed to build resilience to the stresses of working during a pandemic.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2851711/pdf/1472-6963-10-72.pdf

Abstract
Background: The Internet provides a means of disseminating medical education curricula, allowing institutions to share educational resources. Much of what is published online is poorly planned, does not meet learners’ needs, or is out of date.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2868857/pdf/1472-6920-10-30.pdf

Abstract
Purpose—To investigate the association between physician participants’ levels of engagement in a Web-based educational intervention and their patients’ baseline diabetes measures.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3158730/pdf/nihms313983.pdf

Abstract
Background: Clinicians in developing countries have had limited access to continuing education (CE) outside major cities, and CE strategies have had limited impact on sustainable change in performance. New educational tools could improve CE accessibility and effectiveness.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3090386/pdf/pone.0019318.pdf

Abstract
Background: The Spanish Palliative Care Strategy recommends an intermediate level of training for primary care physicians in order to provide them with knowledge and skills. Most of the training involves face-to-face courses but increasing pressures on physicians have resulted in fewer opportunities for provision of and attendance to this type of training. The effectiveness of on-line continuing medical education in terms of its impact on clinical practice has been scarcely studied. Its effect in relation to palliative care for primary care physicians is currently unknown, in terms of improvement in patient’s quality of life and main caregiver’s satisfaction. There is uncertainty
too in terms of any potential benefits of asynchronous communication and interaction among on-line education participants, as well as of the effect of the learning process.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3123578/pdf/1471-2296-12-37.pdf