Video teleconferencing lends itself to varied distance learning arrangements. The instructional considerations and guidelines presented here were derived from the experience at 1 university-based nurse anesthesia program, which consisted of a near-end classroom (actual) and a far-end (virtual) classroom of distance learners. Real-time, 2-way interactive VTC was used, with both instructor and presentation material broadcast simultaneously. The near-end classroom, located on campus, transmitted more than 90% of the didactic instruction. The far-end classroom was located more than 300 miles away in a hospital clinical site. Our experience in establishing, conducting, and evaluating this distance learning program for nurse anesthesia education has unveiled factors that should be considered for a successful VTC program.
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