Poirier Jean-Nicolas, Cooley Jeffrey R, Wessely Michelle, Guebert Gary M, Petrocco-Napuli Kristina
J Chiropr Educ. 2014 Oct;28(2):157-63. doi: 10.7899/JCE-13-34. Epub 2014 Apr 29.
Objective : The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods : Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results : Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating >4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings >4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions : The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.
本研究旨在评估三种基于网络的教育方法在研究生放射学环境中的感知有效性和学习潜力。方法：来自不同地理位置的三名脊椎按摩疗法放射学教员分别使用异步讨论板、同步网络会议以及为网络观看而格式化的异步语音病例演示来开展小型课程。在每门课程结束时，参与者填写一份14个问题的调查问卷（采用5点李克特量表），旨在评估每种方法在实现特定课程目标方面的有效性以及在考虑每种方法的学习潜力时他们的满意度。将平均值、标准差和百分比一致性制成表格。结果：分别有20名、15名和10名参与者完成了讨论板、网络会议和病例演示的调查问卷。所有教育方法在课程目标方面都表现出高度一致性（总平均评分>4.1）。病例演示在实现课程目标方面的总体评分最高；然而，除一种方法外，所有方法的总平均评分仍>4.0，总体一致性水平为70%-100%。网络会议和讨论板在交互式学习方面具有最强的潜力，而病例演示在这方面的评分非常低。结论：每种方法在实现课程目标方面的感知有效性都很高。基于住院医师培训的远程教育可能是当前培训方法的有益补充，有助于开展国际合作。综合考虑所有测试方面，似乎没有任何一种方法具有明显优势。采用多种方法可能最为合适。
