Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Doctors' continuing education in Tanzania: distance learning

S S Ndeki1, A Towle, C E Engel

  • 1Centre for Educational Development in Health, Arusha (CEDHA), Tanzania.

World Health Forum
|January 1, 1995
PubMed
Summary

Distance learning for medical officers requires in-person interaction. Face-to-face contact is crucial for guidance, flexibility, and motivation in continuing education programs.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Clinical Supervisor's Report.

Medical teacher·2014
Same author

Programme evaluation.

Medical teacher·2014
Same author

The politics of partnership.

Medical teacher·2014
Same author

Assessment of independent learning.

Medical teacher·2014
Same author

Controversy : for the use of objectives.

Medical teacher·2014
Same author

Letters.

Medical teacher·2014

Area of Science:

  • Medical Education
  • Public Health Training

Background:

  • District-level medical officers and assistants require ongoing professional development.
  • Continuing education programs are vital for maintaining and enhancing healthcare skills.

Purpose of the Study:

  • To identify key components for effective distance learning in medical continuing education.
  • To evaluate lessons learned from a distance learning program for district-level healthcare professionals.

Main Methods:

  • A distance learning program incorporating correspondence and study materials was implemented.
  • Face-to-face contact sessions between students and tutors were a component of the program.

Main Results:

  • Correspondence and study materials formed the basis of the distance learning.
  • Face-to-face contact proved essential for providing necessary guidance and motivation.
  • The program highlighted the importance of interactive elements in remote education.

Conclusions:

  • Effective distance learning for medical professionals necessitates blended learning approaches.
  • Integrating face-to-face interaction significantly enhances the effectiveness of continuing education programs.
  • Future distance learning initiatives should prioritize interactive components for optimal outcomes.

Related Experiment Videos