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Interactive on-line continuing medical education: physicians' perceptions and experiences
Joan Sargeant1, Vernon Curran, Sandra Jarvis-Selinger
1Office of Continuing Medical Education, Faculty of Medicine, Dalhousie University, Halifax, Canada.
The Journal of Continuing Education in the Health Professions
|February 16, 2005
Summary
Physicians
Area of Science:
- Medical Education
- Online Learning
- Physician Professional Development
Background:
- Online continuing medical education (CME) shows positive outcomes but lower satisfaction with interpersonal interaction.
- Physician perceptions and experiences with interactive online CME are explored to identify influencing factors.
Purpose of the Study:
- To investigate physicians' perceptions and experiences with interactive online CME.
- To identify factors influencing satisfaction and effectiveness in online CME.
Main Methods:
- Focus groups and interviews were conducted with physicians experienced in interactive online CME.
- Content and comparative analysis were used to identify key themes and findings.
Main Results:
- Physicians compared online CME to face-to-face formats, valuing program quality, self-pacing, reflection, and educational design.
- The quality and quantity of interpersonal interaction, influenced by social comfort and facilitator role, were crucial.
- Prior online CME experience moderated perceptions.
Conclusions:
- High-quality CME characteristics and alignment with individual learning preferences shape physician perceptions of online programs.
- Effective interactive online CME design should consider diverse learning needs, facilitator training, and learning theory.