• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology,Education and Development Conference >(533)AN ON-LINE EDUCATION MODEL FOR PALLIATIVE CARE SELFTRAINING IN PRIMARY CARE PHYSICIANS
【24h】

(533)AN ON-LINE EDUCATION MODEL FOR PALLIATIVE CARE SELFTRAINING IN PRIMARY CARE PHYSICIANS

机译：（533）初级保健医生姑息治疗姑息治疗的姑息治疗的在线教育模式

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

E-learning is rapidly gaining in importance in higher education. On-line continuing medical educationhas obtained good results in knowledge acquisition and in the learner satisfaction, although incertaintyremains in the interaction among participants with asynchronous communication and in the efficacy ofthe learning process.We developed an on-line training model for palliative care in cancer directed to primary carephysicians with the first objective to evaluate the efficacy of the learning process and satisfaction ofthe participants, and the second objective to evaluate the impact of the education in the symptomcontrol of their patients.In a randomized and controlled educational trial, 169 participants all over the country (Spain)weredivided in two groups: the intervention group followed an on-line program for palliative care selftraining,while the control did not, but could follow the usual training for his working area.The Learning Management System used was the generic Model Platform. The Dreamweaver tool wasused for content design, and the platform resources were prepared based on Word documents.Evaluation forums and questionnaires were conducted, complemented by other interactive resources(images, diagrams, videos, interactive WebPages, among others).The educational content was designed by the authors, and distributed in four modules with subjects.Each subject contained objectives, contents directed to clinical practice, with clear and conciseexplanations, bibliography and websites. The subjects included links to explanations for thepresentation, and self-guided questions which could be reviewed several times, without a final score.The intervention group had two tutors available to answer to any doubt through the platform andforums. On-line training, lasting 96 hours, was conducted during 75 days, with 15-20 days per module.The first part evaluation presented here, was conducted through several tools: the knowledgequestionnaire, the attitude questionnaire, and the satisfaction and Moodle questionnaires. Analysiswas made with SPSS (version 18)for parametric, non-parametric tests and imputation of missingdata.Both groups (85 participants per group, of which five were excluded)were balanced in basal variables.Evaluation of access to the on-line platform: from 82 participants in the intervention group, 59 (72%)completed all modules. The average number of visits to the platform was 266.83 visits (SD 87.26;range 118-509). Forty-two participants (59%)took part in the discussion forum. Sixty two (75.6%)Moodle survey forms were received. The most frequent score was “agree”, from 52.5% to 71% indifferent questions. Twenty-seven participants (43.5%)made comments regarding: on-line applicationdifficulties, or subject presentation.Evaluation of Knowledge, Attitude and Satisfaction: from 60 (73.17%)questionnaires the mostfrequent score was “good” or “very good” in satisfaction. A significant increase in knowledge (mean ofdifferences 3.04, CI 95% (1.51 to 4.57)p=0.0001, maximum score 33)was detected as well inconfidence in communication (p=0.007), while it was non-significant (p=0.151)regarding confidence insymptom management. Useful aspects as well as aspects to be improved in training were signaled.Significant differences between groups were detected in knowledge, perception of confidence insymptom management and communication.
机译：E-学习的重要性迅速获得高等教育。在线医学继续educationhas获得的知识获取和学习者满意的好成绩，但在互动参与者异步通信和学习国税发的process.We疗效之间incertaintyremains开发用于癌症姑息治疗指导的在线培训模式与第一个目标来评估学习过程和满意参与者国税发的功效，而第二个目的是评价教育在他们patients.In的symptomcontrol影响的随机对照试验的教育，169个参与者遍布主要carephysicians国家（西班牙）weredivided两组：干预组遵循的上线计划姑息治疗selftraining，而对照没有，但可能会遵循他的工作area.The学习管理系统使用平时的训练是通用模型平台。 Dreamweaver的工具wasused内容设计和平台资源基础上的Word documents.Evaluation论坛和问卷的制备是进行的，通过其他互动资源的补充（图片，图表，视频，交互式网页等等）。该教育内容设计由作者，和分布在四个模块与subjects.Each主题包含的目标，指导临床实践，有明确和conciseexplanations，书目和网站内容。研究对象包括链接，解释为thepresentation，并有可以通过这一平台andforums回答任何疑点二导师可能被多次复查，如果没有最终score.The干预组自导问题。在knowledgequestionnaire，态度调查问卷，以及满意度和Moodle的问卷调查：在线培训，持续96小时期间75天中进行，每这里介绍module.The第一部分的评价15-20天，通过一些工具进行。用SPSS（版本18）的参数，非参数检验和missingdata.Both组归集（每组85人参加，其中五人除外）提出Analysiswas在基础variables.Evaluation是平衡的访问在线平台：从82名参与者在干预组，59（72％）完成了所有的模块。访问平台的平均数目为266.83次数（SD 87.26;范围118-509）。四十二岁的参与者（59％），论坛讨论的一部分。共收到六十二（75.6％）Moodle的调查表。最常见的比分是“同意”，从52.5％到71％，无所谓的问题。二十七个参与者（43.5％）方面提出的意见：在网上applicationdifficulties，或知识，态度的主题presentation.Evaluation和满意度：60（73.17％）的问卷mostfrequent得分满意度为“好”或“非常好” 。在知识甲显著增加（平均ofdifferences 3.04，95％CI（1.51至4.57），P = 0.0001，最高得分33）在通信中检测以及inconfidence（p值= 0.007），而这是不显著（p值= 0.151）关于信心insymptom管理。有用的方面和其它方面在训练中加以改进中进行知识检测组之间的差异signaled.Significant，信心insymptom管理和沟通的感觉。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号