Curran Vernon, Kirby Fran, Allen Michael, Sargeant Joan
a Faculty of Medicine Memorial University of Newfoundland.
b Continuing Medical Education Dalhousie University.
Med Educ Online. 2003 Dec;8(1):4341. doi: 10.3402/meo.v8i.4341.
Distance learning technologies have been used for many years to provide CME to rural physicians. The purpose of this study was to evaluate the utility and acceptability of a mixed learning technology approach for providing distance CME. The approach combined audio teleconferencing instruction with a Web-based learning system enabling the live presentation and archiving of instructional material and media, asynchronous computer conferencing discussions, and access to supplemental online learning resources.
The study population was comprised of physicians and nurse practitioners who participated in audio teleconference sessions, but did not access the Web-based learning system (nonusers); learners who participated in audio teleconferences and accessed the Web-based system (online users); and faculty. The evaluation focused upon faculty and learners' experiences and perceptions of the mixed learning technology approach; the level of usage; and the effectiveness of the approach in fostering non-mandatory, computer-mediated discussions.
The users of the Web-based learning system were satisfied with its features, ease of use, and the ability to access online CME instructional material. Learners who accessed the system reported a higher level of computer skill and comfort than those who did not, and the majority of these users accessed the system at times other than the live audio teleconference sessions. The greatest use of the system appeared to be for self-directed learning. The success of a mixed learning technology approach is dependent on Internet connectivity and computer access; learners and faculty having time to access and use the Web; comfort with computers; and faculty development in the area of Web-based teaching.
远程学习技术多年来一直用于为乡村医生提供继续医学教育（CME）。本研究的目的是评估一种混合学习技术方法用于提供远程CME的实用性和可接受性。该方法将音频电话会议教学与基于网络的学习系统相结合，该系统能够实时呈现和存档教学材料及媒体、进行异步计算机会议讨论，并提供对在线补充学习资源的访问。
研究人群包括参加音频电话会议但未访问基于网络的学习系统的医生和执业护士（非用户）；参加音频电话会议并访问基于网络系统的学习者（在线用户）；以及教员。评估重点在于教员和学习者对混合学习技术方法的体验和看法；使用水平；以及该方法在促进非强制性的、计算机介导的讨论方面的有效性。
基于网络的学习系统的用户对其功能、易用性以及访问在线CME教学材料的能力感到满意。访问该系统的学习者报告的计算机技能水平和舒适度高于未访问的学习者，并且这些用户中的大多数在实时音频电话会议之外的时间访问该系统。该系统的最大用途似乎是用于自主学习。混合学习技术方法的成功取决于互联网连接和计算机访问情况；学习者和教员有时间访问和使用网络；对计算机的熟悉程度；以及基于网络教学领域的教员发展情况。
