D.A. Cook is professor of medicine and professor of medical education; associate director, Mayo Clinic Online Learning; director of research, Office of Applied Scholarship and Education Science; and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. M.J. Blachman is clinical professor, Department of Neuropsychiatry and Behavioral Science, and associate dean, Continuous Professional Development & Strategic Affairs, University of South Carolina School of Medicine, Columbia, South Carolina. D.W. Price is senior vice president, American Board of Medical Specialties (ABMS) Research & Education Foundation, and executive director, ABMS Multispecialty Portfolio Program, Chicago, Illinois; and professor of family medicine, University of Colorado School of Medicine, Aurora, Colorado. C.P. West is professor of medicine, professor of biostatistics, and professor of medical education; associate program director, Internal Medicine Residency Program; and consultant, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota. B.L. Baasch Thomas is administrator, Mayo School of Continuous Professional Development, Mayo Clinic College of Medicine, Rochester, Minnesota. R.A. Berger is professor of orthopedics; dean, Mayo School of Continuous Professional Development; medical director, Mayo Clinic Online Learning; and consultant, Department of Orthopedic Surgery and Department of Anatomy, Mayo Clinic College of Medicine, Rochester, Minnesota. C.M. Wittich is associate professor of medicine; associate program director, Internal Medicine Residency Program; and practice chair, Division of General Internal Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota.
Acad Med. 2018 Jan;93(1):104-112. doi: 10.1097/ACM.0000000000001817.
To determine the past experiences with, current use of, and anticipated use of online learning and simulation-based education among practicing U.S. physicians, and how findings vary by age.
The authors surveyed 4,648 randomly sampled board-certified U.S. physicians, September 2015 to April 2016, using Internet-based and paper questionnaires. Survey items (some optional) addressed past and current technology usage, perceived technology effectiveness, and anticipated future use of specific technology innovations.
Of 988 respondents, 444 completed optional items. Of these, 429/442 (97.1%) had used online learning and 372/442 (84.2%) had used simulation-based education in the past five years. Desire for more online learning was modest (mean [standard deviation], 4.6 [1.5]; 1 = strongly disagree, 7 = strongly agree), as was desire for more simulation-based education (4.2 [1.7]). Both online learning and simulation-based education were perceived as effective (5.2 [1.4]; 5.0 [1.4]). Physicians believed they possess adequate skills for online learning (5.8 [1.2]) and that point-of-care learning is vital to effective patient care (5.3 [1.3]). Only 39.0% used objective performance data to guide their learning choices, although 64.6% agreed that such information would be useful. The highest-rated innovations included a central repository for listing educational opportunities and tracking continuing education credits, an app to award credit for answering patient-focused questions, 5-minute and 20-minute clinical updates, and an e-mailed "question of the week." Responses to most survey items were similar across age groups.
Practicing physicians generally seem receptive and prepared to use a variety of educational technologies, regardless of age.
确定美国执业医师过去、现在和预期使用在线学习和基于模拟的教育的经验，以及这些发现如何因年龄而异。
作者于 2015 年 9 月至 2016 年 4 月，使用基于互联网和纸质问卷，对 4648 名随机抽样的美国认证医师进行了调查。调查项目（部分为可选）涉及过去和现在的技术使用、感知技术效果，以及对特定技术创新的未来使用的预期。
在 988 名受访者中，有 444 名完成了可选项目。其中，429/442（97.1%）在过去五年中使用过在线学习，372/442（84.2%）使用过基于模拟的教育。对更多在线学习的渴望是适度的（平均值[标准差]，4.6[1.5]；1=强烈不同意，7=强烈同意），对更多基于模拟的教育的渴望也是如此（4.2[1.7]）。在线学习和基于模拟的教育都被认为是有效的（5.2[1.4]；5.0[1.4]）。医生认为他们拥有在线学习的足够技能（5.8[1.2]），并认为即时学习对有效的患者护理至关重要（5.3[1.3]）。尽管 64.6%的人认为这种信息会很有用，但只有 39.0%的人使用客观的绩效数据来指导他们的学习选择。评价最高的创新包括一个集中的教育机会列表和继续教育学分跟踪库、一个为回答以患者为中心的问题授予学分的应用程序、5 分钟和 20 分钟的临床更新，以及一封电子邮件发送的“每周问题”。大多数调查项目的回复在年龄组之间基本相似。
无论年龄大小，执业医师普遍似乎乐于接受并准备使用各种教育技术。
