E-learning in graduate medical education: survey of residency program directors

BMC Medical Education

Research Article

Andrew J. Halvorsen¹  Saima Chaudhry²  Anoop Agrawal³  Jayawant N. Mandrekar⁴  Amy S. Oxentenko⁵  Christopher M. Wittich⁶  David A. Cook⁶  Thomas J. Beckman⁶  Denise M. Dupras⁷ 

[1] Department of Internal Medicine, Mayo Clinic, Rochester, MN, USA;Department of Medicine, Memorial Healthcare System, Fort Lauderdale, FL, USA;Departments of Medicine and Pediatrics, Baylor College of Medicine, Houston, TX, USA;Division of Biomedical Statistics and Informatics, Mayo Clinic, Rochester, MN, USA;Division of Gastroenterology and Hepatology, Mayo Clinic, Rochester, MN, USA;Division of General Internal Medicine, Mayo Clinic, 200 First Street SW, 55905, Rochester, MN, USA;Division of Primary Care Internal Medicine, Mayo Clinic, Rochester, MN, USA;

关键词: Electronic learning;    Graduate medical education;    Medical education;    Program directors;    Residency training;   

DOI  :  10.1186/s12909-017-0953-9

 received in 2017-04-24, accepted in 2017-06-26,  发布年份 2017

来源: Springer

【 摘 要 】

BackgroundE-learning—the use of Internet technologies to enhance knowledge and performance—has become a widely accepted instructional approach. Little is known about the current use of e-learning in postgraduate medical education. To determine utilization of e-learning by United States internal medicine residency programs, program director (PD) perceptions of e-learning, and associations between e-learning use and residency program characteristics.MethodsWe conducted a national survey in collaboration with the Association of Program Directors in Internal Medicine of all United States internal medicine residency programs.ResultsOf the 368 PDs, 214 (58.2%) completed the e-learning survey. Use of synchronous e-learning at least sometimes, somewhat often, or very often was reported by 85 (39.7%); 153 programs (71.5%) use asynchronous e-learning at least sometimes, somewhat often, or very often. Most programs (168; 79%) do not have a budget to integrate e-learning. Mean (SD) scores for the PD perceptions of e-learning ranged from 3.01 (0.94) to 3.86 (0.72) on a 5-point scale. The odds of synchronous e-learning use were higher in programs with a budget for its implementation (odds ratio, 3.0 [95% CI, 1.04–8.7]; P = .04).ConclusionsResidency programs could be better resourced to integrate e-learning technologies. Asynchronous e-learning was used more than synchronous, which may be to accommodate busy resident schedules and duty-hour restrictions. PD perceptions of e-learning are relatively moderate and future research should determine whether PD reluctance to adopt e-learning is based on unawareness of the evidence, perceptions that e-learning is expensive, or judgments about value versus effectiveness.

【 授权许可】

CC BY   
© The Author(s). 2017