Allen Michael, Mann Karen, Kells Cathy, Ferrier Suzanne, O'Connor Nicolette, MacDonald Paul
Office of Continuing Medical Education, Department of Medicine, Dalhousie University, Halifax, and Cardiology Department, Cape Breton Regional Hospital, Sydney, Canada.
J Telemed Telecare. 2007;13(3):136-41. doi: 10.1258/135763307780677550.
We studied four cardiology grand rounds transmitted by videoconference from a tertiary care centre to four other hospitals in eastern Canada. We collected data with evaluation questionnaires and by video recording participants at the receiving-site and the presentation they received from the presenting site. Receiving-site participants (n=20) rated their satisfaction with all domains significantly lower than did presenting-site participants (n=49). The greatest difference in ratings was in the ability to see slides (receiving sites 2.6/5, presenting site 4.6/5). Review of video recordings revealed that slides showing material copied from print sources was difficult to read at receiving sites. While 56% of discussion time was devoted to questions from receiving sites, participants there rated their ability to participate in discussion lower than those at the presenting site (3.9/5 vs 4.4/5). This may be because some parts of the discussion from the presenting site were not transmitted. Receiving-site participants rated the educational value of the rounds lower than their presenting-site colleagues (3.9/5 vs 4.4/5) but answered a similar percentage of knowledge questions correctly (85 vs 89%).
我们研究了从一家三级医疗中心通过视频会议传输到加拿大东部其他四家医院的四次心脏病学大查房。我们通过评估问卷以及对接收站点的参与者和他们从展示站点收到的展示内容进行视频记录来收集数据。接收站点的参与者（n = 20）对所有领域的满意度评分明显低于展示站点的参与者（n = 49）。评分差异最大的是看幻灯片的能力（接收站点为2.6/5，展示站点为4.6/5）。对视频记录的审查发现，显示从印刷来源复制材料的幻灯片在接收站点很难看清。虽然56%的讨论时间用于回答接收站点提出的问题，但那里的参与者对自己参与讨论能力的评分低于展示站点的参与者（3.9/5对4.4/5）。这可能是因为展示站点讨论的某些部分没有传输过来。接收站点的参与者对查房教育价值的评分低于展示站点的同事（3.9/5对4.4/5），但正确回答知识问题的比例相近（85%对89%）。
