Medical Providers' and Internet-Based Education

By Halupa, Colleen | Academic Exchange Quarterly, Fall 2004 | Go to article overview

Medical Providers' and Internet-Based Education


Halupa, Colleen, Academic Exchange Quarterly


Abstract

The purpose of this study was to investigate the attitudes of health care providers towards Internet-based education as a method to meet continuing medical education (CME) requirements. A questionnaire was administered to 111 providers at a large outpatient clinic/inpatient hospital in the southeastern United States; interviews were also conducted. Providers were aware Internet-based CME exists; only 50% reported that useful modules were available. Younger providers were more aware of Internet-based CME than older providers. Provider age and the number of years practicing medicine had no effect on providers' attitudes towards computers, the Internet, and Internet-based CME. Overall, providers had a positive attitude towards Internet-based CME and consider it a viable alternative; however, almost all providers surveyed prefer traditional CME methods such as meetings and seminars. Provider attitudes towards computers and the Internet do not predict attitudes towards Internet-based CME in this population.

Introduction

Continuing medical education (CME) allows providers to maintain credentialing, proficiency, and currency in their field and provides them an opportunity to acquaint themselves with the newest technologies, drug regimens, standards of practice, and methods. In addition, it bridges the gap between research and clinical practice (Peterson, Galvin, Dayton, & D' Alessandro, 1999). Providers must complete 150 units of CME every 3 years to maintain licensure and competency requirements (Marquand, 1998). Traditional seminars and meetings remain the method of choice for providers to obtain required CME (Smith, 1998). However, traditional CME is expensive and in these days of managed health care and cost cutting, it is often the first item cut from the hospital or provider's office budget. Web-based CME is considerably less costly than traditional meetings and seminars (Belfiglio, 1999).

Internet-based Education and Cost Savings

In the mid 1990's, Internet-based education became available for health care providers. The Internet opened up a wide variety of national and international medical educational resources to the provider populace. In health care, investment in instructional technologies, such as Web-based education, is expected to improve communication and accessibility to information, increase efficiencies and reduce costs. When evaluating CME effectiveness, quality patient care and good patient outcomes should be the primary drivers of decisions rather than cost or efficiency. According to the Web-based Training Information Center, 78% of employers consider computer-based training to be extremely cost efficient (Wiesner, 1998). Lee (1999) reports that when companies have a rational mindset and want to save money, the company chooses the first solution that meets the minimum requirements. If a technology is implemented and the providers will not use it, do not know how to use it, or do not learn effectively with a Web-based method, the patients will ultimately suffer. Educating providers with technology that does not enhance the learning processes can result in poor patient outcomes and lead to patient morbidity and even death.

Before health care institutions even consider implementing global policies which affect the way they fund CME for their providers, they must consider all of the implications. This consideration includes assessing the differences between traditional medical education and Internet-based education to see what types of information can be effectively translated into Interact-based self-study modules. In addition, the attitudes of providers toward Internet-based education must also be investigated. This would ensure providers perceive it as a viable alternative that will meet their educational needs since attitudes and perceptions toward educational methods and instruction impact learning (Speier, Morris & Briggs, 2001). Tucker-Ladd (2000) notes that an attitude has three components: (a) cognitive or knowledge, (b) feeling or evaluative, and (c) behavioral where knowledge and feeling are put into action. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Medical Providers' and Internet-Based Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.