Category : Online Learning

MANUSCRIPT: Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility

During my time as a Fellow at the Korea National Open University (KNOU) in September 2012 media and web coverage of Massive Open Online Courses (MOOCs) was intense. Since one of the requirements of the fellowship was a research paper, exploring the phenomenon of MOOCs seemed an appropriate topic. This essay had to

MANUSCRIPT: Does an offer for a free on-line continuing medical education (CME) activity increase physician survey response rate? A randomized trial

Abstract Background: Achieving a high response rate in a physician survey is challenging. Monetary incentives increase response rates but obviously add cost to a survey project. We wondered whether an offer of a free continuing medical education (CME) activity would be effective in improving survey response rate. Conclusions: An offer for a free on-line

ABSTRACT: E-learning: the essential usability perspective. [Clin Teach. 2013] – PubMed – NCBI

Abstract Background:  Usability is the ease with which something can be used, but this essential concept appears to be rarely considered when using technology for teaching and learning in medical education. Context:  There is an increasing use of technology in an attempt to enhance teaching and learning in medical education, from

ABSTRACT: An Approach to Moderate Sedation Simulation Tr… [Simul Healthc. 2013] – PubMed – NCBI

Abstract INTRODUCTION: Each year millions of patients undergo procedures that require moderate sedation. These patients are at risk of complications from oversedation that can progress to respiratory depression or even death. This article describes the creation of a simulation-based medical education course for nonanesthesiologists who use sedation in their specialty practice and

MANUSCRIPT: Knowledge Retention after an Online Tutorial: A Randomized Educational Experiment among Resident Physicians

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.

MANUSCRIPT: Adapting Web-based Instruction to Residents’ Knowledge Improves Learning Efficiency A Randomized Controlled Trial

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.

MANUSCRIPT: Web-based learning strategies in combination with published guidelines to change practice of primary care professionals

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.

MANUSCRIPT: General Practitioners’ preferences and use of educational media: a German perspective

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

MANUSCRIPT: Impact of a Multifaceted Intervention on Cholesterol Management in Primary Care Practices: Guideline Adherence for Heart Health Randomized Trial

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

MANUSCRIPT: The effectiveness of web-based and face-to-face continuing education methods on nurses’ knowledge about AIDS: a comparative study

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.