The purpose of this study was to conduct a comparative evaluation of two differing Internet-based CME delivery strategies and the effect of a scheduled delivery format and facilitator-led asynchronous discussion instructional strategy on satisfaction, knowledge and confidence outcomes.
The purpose of the study described in this paper was to conduct a comparative evaluation of two differing Internet-based CME delivery strategies and the effect of a scheduled delivery format and facilitator-led asynchronous discussion instructional strategy on satisfaction, knowledge and confidence outcomes.
Asynchronous learning is a student centered instructional method where interactions between teachers and learners occur independent of place and time [ 1].
This study focused mainly on the effect of scheduled learning and asynchronous learning activities, however it is possible that synchronous instructional and communicative interaction facilitated through the use of real-time Web conferencing systems could also afford similar benefits.
The findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.
The findings from this study support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in the delivery of Internet-based CME.
A variety of Internet technologies, instructional methods and presentation formats are being used to provide both asynchronous and synchronous forms of Internet-based CME [ 2].
This research raises concerns about whether or not instructors employ instructional strategies that influence social knowledge construction and subsequent learning outcomes from asynchronous online courses.
He is also intrigued by the integration of technology to improve clinical workflows and efficiency, instructional technology and information design to enhance physician and patient education, mobile and asynchronous learning, the development of a medical student curriculum in informatics and instructional technology, digital literacy, and mHealth/eHealth/Medicine 2.0/Health 2.0/Health
The instructional design of the Scheduled Group Learning (SGL) format was based on participation in case-based asynchronous discussions with peers and a facilitator over a scheduled delivery period, and review of online learning tutorials and resources.
