Using Synchronous Software in Web-based Nursing Courses

Challenges in a Technology-Based Cancer Pain Management Program Among Asian American Breast Cancer Survivors

This paper aims to discuss the challenges faced during a pilot study that tested a technology-based cancer pain management program among Asian American survivors of breast cancer and provide directions for future technology-based interventions for racial and ethnic minorities. Data consisting of research diaries and meeting minutes underwent content analysis to extract themes that reflected the challenges. The challenges included those related to (1) diversities within the population of Asian American survivors of breast cancer; (2) survivors' treatment and healing process; (3) Internet resources from the participants' countries of origin; (4) building trust between researchers and participants/gatekeepers; (5) fidelity of the intervention; and (6) cultural sensitivity. Future design and implementation of technology-based programs for racial and ethnic minorities must consider these challenges.

Eleven Principles for Teaching Quality Improvement Virtually: Engaging With Geographically Distributed Learners

Health care professionals in the United States are expected to engage in quality improvement (QI) as part of their daily practice. This has created the need for QI training at all levels of health professional education. A reported barrier to increasing QI-trained health care professionals is the lack of QI-trained faculty at health care institutions and the limited availability of practitioners, given their daily clinical demands. E-learning is a potential solution. E-learning allows learning outside the traditional classroom setting, where instructors can flexibly deliver practical QI curricula to an interprofessional audience in multiple practice locations. The 11 principles presented in this article are derived from established evidence and experience and provide QI educators with practical principles for course design, implementation, and learner feedback of an e-learning course in QI.

Internet Recruitment of Asian American Breast Cancer Survivors

The purpose of this article is to identify practical issues in Internet recruitment of racial/ethnic minorities by analyzing an Internet intervention study conducted with Asian American breast cancer survivors, and to propose directions for recruitment of racial/ethnic minorities for future Internet research. Six practical issues were identified: (a) a relatively fewer number of Internet communities/groups; (b) hindrances in establishing authenticity;

The creation of a synchronous learning environment to support a study abroad program for nursing majors at a traditional liberal arts university

In response to an increased need for Spanish-speaking and culturally competent nurses, a small private undergraduate-only liberal arts university implemented a semester-long study abroad program for nursing majors in Barcelona, Spain. Prior to the creation of this program, study abroad for nursing students was limited because of prelicensure requirements and limitations of a traditional nursing curriculum. Students studying in Spain enroll in four courses--including two core nursing courses delivered using Polycom hardware and telepresence software by nursing faculty who remain in the United States, a Spanish language course, and one general education course taught either by the University's Spain Director or by an experienced Spanish professor. Participants live with host families and participate in clinical and community observational experiences in Spanish health care agencies. Students then complete direct patient care requirements upon return to the United States. To our knowledge, no other undergraduate-only institution offers a semester-long study abroad experience for nursing majors embedded within the curriculum using synchronous learning; we believe our Spain program, which is in its fourth year being open to nursing majors, is truly an innovative approach to establish cultural competence for undergraduate nursing majors that could serve as a model for other schools of nursing and health disciplines.

The impact of multiuser virtual environments on student engagement

The purpose of this pilot study was to test the hypothesis that web-based synchronous instruction utilizing Multi-user Virtual World Environments (MUVEs) increases student engagement compared to traditional asynchronous learning methods. In a quasi-experimental two group posttest only study, a sample of Family Nurse Practitioner students (n = 21) received instruction using either a synchronous (n = 10) or asynchronous (n = 11) learning method. Engagement was measured using the Community of Inquiry survey. Results indicated that engagement scores were significantly higher for the synchronous learning platform (mean = 3.61, SD = 1.13) compared to the asynchronous learning platform (mean = 3.49, SD = 1.08, t(1766) = -2.21, p < 0.05). Increased student engagement with synchronous MUVE platforms have the potential to improve learning outcomes and offer nursing students a multitude of educational opportunities to practice new skills and behaviors in real life scenarios, all within the safety of a controlled environment.

Web conferencing in online classrooms

Web conferencing is a promising tool for online education. A well-developed teaching strategy can lead to effective use of this technology to create a sense of community, engage students, and promote academic integrity in online courses. This article presents strategies for integrating Web conferencing into online nursing courses.

The Feasibility, Perceived Satisfaction, and Value of Using Synchronous Webinars to Educate Clinical Research Professionals on Reporting Adverse Events in Clinical Trials

Clinical research professionals are faced with decreased funding and increased workloads; innovative methods of professional development programs are necessary to accommodate these factors. This study evaluated the feasibility, perceived satisfaction, and value of using webinars to educate clinical research professionals on reporting adverse events commonly experienced in pediatric oncology clinical trials. The setting incorporated synchronous web-based educational technology. Constructivist learning provides the theoretical framework for this study. Participants evaluated the professional development program at 2 time points: (a) at the conclusion and (b) 4 to 6 weeks afterward, using survey method. Synchronous webinars were both economical and effective in educating clinical research professionals across institutional sites. Participants reported exceptionally high levels of satisfaction with the accessibility, scope, quality, and interactivity of the professional development program. The vast majority of participants reported that the education would assist with reporting adverse events in pediatric oncology clinical trials and this perception persisted into clinical practice. Although the results of this study were intended to guide future educational efforts of the Children’s Oncology Group, they may also apply to other cooperative groups.

What do we mean by web-based learning? A systematic review of the variability of interventions

OBJECTIVES

Educators often speak of web-based learning (WBL) as a single entity or a cluster of similar activities with homogeneous effects. Yet a recent systematic review demonstrated large heterogeneity among results from individual studies. Our purpose is to describe the variation in configurations, instructional methods and presentation formats in WBL.

METHODS

We systematically searched MEDLINE, EMBASE, ERIC, CINAHL and other databases (last search November 2008) for studies comparing a WBL intervention with no intervention or another educational activity. From eligible studies we abstracted information on course participants, topic, configuration and instructional methods. We summarised this information and then purposively selected and described several WBL interventions that illustrate specific technologies and design features.

RESULTS

We identified 266 eligible studies. Nearly all courses (89%) used written text and most (55%) used multimedia. A total of 32% used online communication via e-mail, threaded discussion, chat or videoconferencing, and 9% implemented synchronous components. Overall, 24% blended web-based and non-computer-based instruction. Most web-based courses (77%) employed specific instructional methods, other than text alone, to enhance the learning process. The most common instructional methods (each used in nearly 50% of courses) were patient cases, self-assessment questions and feedback. We describe several studies to illustrate the range of instructional designs.

CONCLUSIONS

Educators and researchers cannot treat WBL as a single entity. Many different configurations and instructional methods are available for WBL instructors. Researchers should study when to use specific WBL designs and how to use them effectively.

Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis

PURPOSE

A recent systematic review (2008) described the effectiveness of Internet-based learning (IBL) in health professions education. A comprehensive synthesis of research investigating how to improve IBL is needed. This systematic review sought to provide such a synthesis.

METHOD

The authors searched MEDLINE, CINAHL, EMBASE, Web of Science, Scopus, ERIC, TimeLit, and the University of Toronto Research and Development Resource Base for articles published from 1990 through November 2008. They included all studies quantifying the effect of IBL compared with another Internet-based or computer-assisted instructional intervention on practicing and student physicians, nurses, pharmacists, dentists, and other health professionals. Reviewers working independently and in duplicate abstracted information, coded study quality, and grouped studies according to inductively identified themes.

RESULTS

From 2,705 articles, the authors identified 51 eligible studies, including 30 randomized trials. The pooled effect size (ES) for learning outcomes in 15 studies investigating high versus low interactivity was 0.27 (95% confidence interval, 0.08-0.46; P = .006). Also associated with higher learning were practice exercises (ES 0.40 [0.08-0.71; P = .01]; 10 studies), feedback (ES 0.68 [0.01-1.35; P = .047]; 2 studies), and repetition of study material (ES 0.19 [0.09-0.30; P < .001]; 2 studies). The ES was 0.26 (-0.62 to 1.13; P = .57) for three studies examining online discussion. Inconsistency was large (I(2) >or=89%) in most analyses. Meta-analyses for other themes generally yielded imprecise results.

CONCLUSIONS

Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions. Evidence for other instructional variations remains inconclusive.

Alternatives to the conference status quo: summary recommendations from the 2008 CORD Academic Assembly Conference Alternatives workgroup

Abstract Objective: A panel of Council of Emergency Medicine Residency Directors (CORD) members was asked to examine and make recommendations regarding the existing Accreditation Council of Graduate Medical Education (ACGME) EM Program Requirements pertaining to educational conferences, identified best practices, and recommended revisions as appropriate.

METHODS

Using quasi-Delphi technique, 30 emergency medicine (EM) residency program directors and faculty examined existing requirements. Findings were presented to the CORD members attending the 2008 CORD Academic Assembly, and disseminated to the broader membership through the CORD e-mail list server.

RESULTS

The following four ACGME EM Program Requirements were examined, and recommendations made: 1. The 5 hours/week conference requirement: For fully accredited programs in good standing, outcomes should be driving how programs allocate and mandate educational time. Maintain the 5 hours/week conference requirement for new programs, programs with provisional accreditation, programs in difficult political environs, and those with short accreditation cycles. If the program requirements must retain a minimum hours/week reference, future requirements should take into account varying program lengths (3 versus 4 years). 2. The 70% attendance requirement: Develop a new requirement that allows programs more flexibility to customize according to local resources, individual residency needs, and individual resident needs. 3. The requirement for synchronous versus asynchronous learning: Synchronous and asynchronous learning activities have advantages and disadvantages. The ideal curriculum capitalizes on the strengths of each through a deliberate mixture of each. 4. Educationally justified innovations: Transition from process-based program requirements to outcomes-based requirements.

CONCLUSIONS

The conference requirements that were logical and helpful years ago may not be logical or helpful now. Technologies available to educators have changed, the amount of material to cover has grown, and online on-demand education has grown even more. We believe that flexibility is needed to customize EM education to suit individual resident and individual program needs, to capitalize on regional and national resources when local resources are limited, to innovate, and to analyze and evaluate interventions with an eye toward outcomes.