A comparative evaluation of the effect of internet-based CME delivery format on satisfaction, knowledge and confidence

Evaluative outcomes of two differing formats of an Internet-based CME course with identical subject matter were compared. A Scheduled Group Learning format involved case-based asynchronous discussions with peers and a facilitator over a scheduled 3-week delivery period. An eCME On Demand format did not include facilitated discussion and was not based on a schedule; participants could start and finish at any time. A retrospective, pre-post evaluation study design comparing identical satisfaction, knowledge and confidence outcome measures was conducted.Participants in the Scheduled Group Learning format reported significantly higher mean satisfaction ratings in some areas, performed significantly higher on a post-knowledge assessment and reported significantly higher post-confidence scores than participants in the eCME On Demand format that was not scheduled and did not include facilitated discussion activity.The findings support the instructional benefits of a scheduled delivery format and facilitated asynchronous discussion in Internet-based CME.Larger numbers of physicians are using the Internet to locate and seek medical information and it has been suggested that one of its greatest benefits is as a tool for professional development [1-3]. Internet-based learning has become an increasingly popular approach to medical education [4-6] and Internet-based continuing medical education (CME) has grown steadily in the recent past [7,8]. The Internet has expanded opportunities for the provision of a flexible, convenient and interactive form of CME that has fulfilled the requirements of busy practitioners who have difficulty attending formal education sessions [9,10].Internet-based CME has been associated with favorable outcomes across a wide variety of learners, learning contexts, clinical topics and learning outcomes [5]. According to Wearne, [8] these programs can vary in style, content, relevance, reliability, authorship and sponsorship, and hence educational quality.