Category : Online Learning

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

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

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