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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

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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:

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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.