Curriculum resource use and relationships with educational outcomes in an online curriculum.

Full Abstract

PURPOSE: Web-based continuing education (CE) offerings have increased dramatically, yet educators know little about factors influencing resource use within online curricula or relationships between resource use and educational outcomes. METHOD: The authors conducted a study of online curriculum delivery to health care professionals in 2004 and 2005. The authors assessed knowledge and confidence regarding content (herbs and dietary supplements) at baseline and completion. They assessed hours spent and use of three resources (modules read, links accessed, and listserv participation) and how these effected change of knowledge and confidence. RESULTS: Median time spent on the curriculum was 7 to 10 hours. Three quarters of participants read 36 to 40 modules; half accessed <30 of 335 Internet links. Listserv participation varied; 149 participants (19%) read or=41 postings. Those receiving modules incrementally across several weeks reported more hours spent, more modules read, and more links accessed, but less listserv participation than those receiving all modules at once (all P

Author information

Author/s: Woods, Charles R (CR); Kemper, Kathi J (KJ);

Affiliation: Division of Pediatric Infectious Diseases, University of Louisville School of Medicine, Louisville, Kentucky 40202, USA. charles.woods(-atsign-)louisville.edu

Grants: R01 LM007709 (Agency:NLM NIH HHS)

Journal and publication information

Publication Type: Journal Article; Randomized Controlled Trial; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't

Journal: Academic medicine : journal of the Association of American Medical Colleges (Acad Med), published in United States. (Language: eng)

Reference: 2009-Sep; vol 84 (issue 9) : pp 1250-8

Dates: Created 2009/08/26; Completed 2009/09/28;

PMID: 19707065, status: MEDLINE (last retrieval date: 9/28/2009, IMS Date: )

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