Evaluation of learning outcomes in Web-based continuing medical education.
BACKGROUND
There has been significant growth in use of Web-based continuing medical education (CME) by physicians. A number of evaluation and metareview studies have examined the effectiveness of Web-based CME to varying degrees. One of the main limitations of this literature has been the lack of systematic evaluation across different clinical subject matter areas using standardized Web-based CME learning formats.


METHODS
One group of pretest-postest designs were used to evaluate knowledge and self-reported confidence change across multiple Web-based courses using a standardized instructional format but comprising distinct clinical subject matter. Participants also completed a participant satisfaction survey and a self-reported retrospective skill/ability change survey.


RESULTS
The majority of courses evaluated demonstrated significant pre to post knowledge and confidence effect size change, as well as significant self-reported retrospective practice change.


CONCLUSIONS
A Web-based CME instructional format comprising multimedia-enhanced learning tutorials supplemented by asynchronous computer-mediated conferencing for case-based discussions was found to be effective in enhancing knowledge, confidence, and self-reported practice change outcomes across a variety of clinical subject matter areas.
Curran
Vernon
V
Academic Research and Development, Centre for Collaborative Health Professional Education, Faculty of Medicine, Memorial University of Newfoundland, St. John's, NF, A1B 3V6 Canada. vcurran@mun.ca
Lockyer
Jocelyn
J
Sargeant
Joan
J
Fleet
Lisa
L
D001291:Attitude of Health Personnel; D004502:Education, Medical, Continuing / Q000379:methods*; D005260:Female; D006801:Humans; D020407:Internet; D008297:Male