Distance learning for hospital managers

Hepatitis C Videoconferencing: The Impact on Continuing Medical Education for Rural Healthcare Providers

This study compared the impact of multipoint videoconferencing (VC) versus standard lecturing (ST) on primary care providers' (MDs, NPs/PAs, and RNs) education regarding hepatitis C virus (HCV). The hypothesis was that the educational impact of teaching through telemedicine is comparable to the traditional method. The aim was to provide participants clinically relevant information and knowledge about the natural history, diagnosis, and management of HCV. Improved knowledge was scored from a 10-item quiz administered before and after the educational intervention. Comparison of the pretest knowledge scores within provider groups showed no statistically significant difference in baseline knowledge for the ST versus VC method. However, for all practitioners combined, the VC group scored significantly lower on the pretest than the ST group (p < 0.05). All three types of learners improved their knowledge scores following intervention. On average, MDs and NP/PAs correctly answered two to 3.5 more questions in the posttest. RNs showed the greatest improvements, correctly answering an average of four to five more questions following intervention. Improvement in knowledge scores between the two methods was statistically significant in favor of VC for the MDs (VC = 3.56 +/- 1.92 vs. ST = 2.13 +/- 1.89, p < 0.001) and all groups combined (VC 4.37 +/- 1.92 vs ST 3.06 +/- 1.89, p < 0.001). The results of this study indicate that VC is equivalent, if not better, than standard continuing medical education (CME). VC can potentially improve clinician education regarding the history, diagnosis, and management of HCV, thereby making a substantial impact on the clinical course of patients with this condition. In addition, VC has the potential to eliminate the financial and geographic barriers to professional education for rural practitioners.

Current state of distance continuing medical education in North America

BACKGROUND

Every continuing medical education (CME) provider is confronted one day or another with deciding whether to develop distance education programs that may enhance access to CME for health professionals. To make a judicious decision, one needs to understand the features of distance education and the experiences of other providers.

METHODS

Since there was a lack of information in the literature regarding the actual state of distance CME in North America, a Web-based survey aimed at CME providers was conducted including a description of the providers, the users, the activities offered, the technologies employed, and the administration of the systems.

RESULTS

The results from this study indicate that the majority (68%) of CME providers had not developed distance education programs at the time of the survey; 30% of the providers, mainly from private companies, were offering nondegree distance education programs, and 2% of the university providers were offering degree programs. The technologies mainly used to develop distance education programs were printed material (69%), videoconferencing (58%), and, to a lesser degree, videotape. The revenue sources to develop degree programs were government funding, tuition, and fees. Other sources such as commercial support and sales were used for nondegree programs.

IMPLICATIONS

This study revealed that there was considerable interest in distance education, especially from the organizations not offering this type of program. Since distance CME features are now better known, this is a step toward the advancement and development of more and better distance education programs.