eLearning: A review of Internet-based continuing medical education

Authors

  • Dr. Rita Wutoh MD, MPH,

    Assistant Professor, Corresponding author
    1. Howard University College of Pharmacy, Nursing and Allied Health Sciences, Division of Allied Health Sciences, Washington, DC
    • Howard University College of Pharmacy, Nursing and Allied Health Sciences, Division of Allied Health Sciences, 6th and Bryant Streets, NW, Washington, DC 20059
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  • Ms. Suzanne Austin Boren MHA,

    Associate Director
    1. Center for Health Care Quality, School of Medicine, University of Missouri, Columbia, Missouri
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  • Dr. E. Andrew Balas MD, PhD

    Dean and Professor
    1. School of Public Health, Saint Louis University, St. Louis, Missouri
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Abstract

Introduction: The objective was to review the effect of Internet-based continuing medical education (CME) interventions on physician performance and health care outcomes.

Methods: Data sources included searches of MEDLINE (1966 to January 2004), CINAHL (1982 to December 2003), ACP Journal Club (1991 to July/August 2003), and the Cochrane Database of Systematic Reviews (third quarter, 2003). Studies were included in the analyses if they were randomized controlled trials of Internet-based education in which participants were practicing health care professionals or health professionals in training. CME interventions were categorized according to the nature of the intervention, sample size, and other information about educational content and format.

Results: Sixteen studies met the eligibility criteria. Six studies generated positive changes in participant knowledge over traditional formats: only three studies showed a positive change in practice. The remainder of the studies showed no difference in knowledge levels between Internet-based interventions and traditional formats for CME.

Discussion: The results demonstrate that Internet-based CME programs are just as effective in imparting knowledge as traditional formats of CME. Little is known as to whether these positive changes in knowledge are translated into changes in pratice. Subjective reports of change in physician behavior should be confirmed through chart review or other objective measures. Additional studies need to be performed to assess how long these new learned behaviors could be sustained. eLearning will continue to evolve as new innovations and more interactive modes are incorporated into learning.

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