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Videoconferencing for continuing medical education: from pilot project to sustained programme.
Michael Allen1, Joan Sargeant, Eileen MacDougall
1Office of Continuing Medical Education, Dalhousie University, Halifax, Canada. michael.allen@dal.ca
Journal of Telemedicine and Telecare
|July 11, 2002
Summary
Videoconferencing effectively delivers continuing medical education (CME) to healthcare professionals, increasing access without long-distance travel. Program success relies on planning, support, and evaluation.
Area of Science:
- Medical Education
- Telehealth Technology
Background:
- Videoconferencing is utilized for distance education in healthcare professions.
- Dalhousie University's Office of Continuing Medical Education (CME) initiated a videoconferencing pilot in 1995-6.
Purpose of the Study:
- To describe the development and implementation of a videoconferencing program for CME.
- To highlight the acceptance and key components of the program.
Main Methods:
- Longitudinal use of videoconferencing for CME delivery since 1995-6.
- Tracking of videoconference activity, learner numbers, and participating sites.
- Qualitative assessment of faculty and learner acceptance.
- Identification of program development components: planning, scheduling, faculty/technical support, and evaluation.
Main Results:
- Videoconferencing activity increased significantly, with 64 conferences for 1059 learners across 37 sites in 1999-2000.
- Both faculty and learners reported positive acceptance of the technology.
- The program's success is attributed to structured planning, dedicated support, and robust evaluation.
Conclusions:
- Videoconferencing is a well-accepted and effective modality for delivering CME to a wide range of healthcare professionals.
- Key program components are crucial for successful implementation and sustainability.
- Evaluation is essential for measuring impact and cost-effectiveness of distance education initiatives.