González-Espada Wilson J, Hall-Barrow Julie, Hall R Whit, Burke Bryan L, Smith Christopher E
Department of Physical Sciences, Morehead State University, 123 Lappin Hall, Morehead, KY 40351, USA.
Pediatrics. 2009 Mar;123(3):e476-83. doi: 10.1542/peds.2008-2193. Epub 2009 Feb 9.
Practicing clinicians, especially in rural areas, are often isolated from learning opportunities and interactions with subspecialty providers. Pediatric Physician Learning and Collaborative Education, an interactive, educational, telemedicine program, was developed to address this need. We evaluated the success of this program through surveys with practicing and academic physicians.
Pediatric Physician Learning and Collaborative Education was assessed by using 2 evaluation forms collected from October 2007 to May 2008. One of the forms was completed by 197 attendees from the University of Arkansas for Medical Sciences and 172 attendees from remote sites. Another form was completed by 131 participants from Arkansas Children's Hospital, an academic, freestanding, children's hospital. Both evaluation forms asked participants to use a 5-point Likert scale to rank a number of criteria and included a section for participants to write comments and recommendations. Additional data were collected through an open-response e-mail survey of participants.
Ninety-five percent of the participants agreed that the presentations related to their professional needs, 98% agreed that the presentations increased their subject-matter knowledge, 81% evaluated the presentations as some of the best they had attended, and 93% agreed that the information would translate into professional practice, enhancing patient care. Health care personnel from the University of Arkansas for Medical Sciences evaluated the presentations significantly higher than did remote participants. Nursing staff members evaluated the presentations significantly higher than did medical staff members. Comments were generally positive and correlated with the Likert-scale data.
Participants reported being highly satisfied with Pediatric Physician Learning and Collaborative Education and considered it an effective way to address the continuing education needs of practitioners throughout Arkansas, especially in rural and underserved areas.
执业临床医生，尤其是农村地区的临床医生，往往缺乏学习机会，也很少与专科医生交流。为满足这一需求，我们开发了一个互动式教育远程医疗项目——儿科医生学习与合作教育项目。我们通过对执业医生和学术医生进行调查，评估了该项目的成效。
我们使用2007年10月至2008年5月收集的2种评估表对儿科医生学习与合作教育项目进行了评估。其中一种表格由阿肯色大学医学科学分校的197名参与者以及远程站点的172名参与者填写。另一种表格由阿肯色儿童医院（一家独立的学术儿童医院）的131名参与者填写。两种评估表都要求参与者使用5分制李克特量表对多项标准进行评分，并设有一个让参与者撰写意见和建议的部分。我们还通过对参与者进行开放式电子邮件调查收集了其他数据。
95%的参与者认为讲座与他们的专业需求相关，98%的参与者认为讲座增加了他们的主题知识，81%的参与者将这些讲座评为他们参加过的最佳讲座之一，93%的参与者认为这些信息将转化为专业实践，从而改善患者护理。阿肯色大学医学科学分校的医护人员对讲座的评价明显高于远程参与者。护士对讲座的评价明显高于医务人员。总体而言，意见是积极的，且与李克特量表数据相关。
参与者报告称对儿科医生学习与合作教育项目非常满意，并认为该项目是满足阿肯色州全体从业者，尤其是农村和服务不足地区从业者继续教育需求的有效方式。
