Utilizing Geriatrics-Focused Web-Based Continuing Education to Reach Practitioners in Rural Practice

Web-based Information Science Education (WISE) is a collaborative distance education model that increases the quality, access and diversity of online education opportunities. The WISE Consortium is a group of graduate Library and Information Science (LIS) programs founded on three pillars: quality, pedagogy, and collaborations (Montague & Pluzhenskaia, 2007). This chapter outlines the approach to achieving these three pillars and the assessment mechanisms used to measure the consortium’s success. Highlights include WISE Pedagogy, the administrative division of WISE dedicated to providing faculty development resources for online education, and WISE+, an initiative that supports partnerships enabling WISE schools and LIS associations to develop courses together suitable for graduate credit and continuing education. While the WISE consortium is specific to LIS education, the model could be applied more broadly to other disciplines.

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Effect of a Web-based continuing-education program on pharmacist learning

American Journal of Health-System Pharmacy ◽

10.2146/ajhp080658 ◽

2009 ◽

Vol 66 (21) ◽

pp. 1902-1903 ◽

Cited By ~ 4

Author(s):

Burgunda V. Sweet ◽

Lynda S. Welage ◽

John P. Johnston

Keyword(s):

Continuing Education ◽

Education Program ◽

Web Based

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P027: A descriptive needs-based assessment of paramedic continuing education

CJEM ◽

10.1017/cem.2018.225 ◽

2018 ◽

Vol 20 (S1) ◽

pp. S66-S66

Author(s):

M. Davis ◽

L. Leggatt ◽

K. Van Aarsen ◽

S. Romano

Keyword(s):

Continuing Education ◽

Neonatal Resuscitation ◽

Educational Opportunities ◽

Rural Practice ◽

Respiratory Disorder ◽

Hospital System ◽

Base Hospital ◽

Number Percentage ◽

Knowledge Deficits ◽

Work Scheduling

Introduction: Objective: To identify self-perceived knowledge deficits of paramedics, barriers to training and desired methods of self-directed continuing education. Methods: A written 58 question survey was delivered to all 1262 paramedics under the jurisdiction of a single base-hospital in Ontario, Canada. Respondents were asked to select deficit, no deficit or not applicable from a 37-point, anatomic systems-based list. They were then asked to identify from a 15-point list which educational modalities they would choose to address any knowledge deficits. Finally, they were asked which factors they took into consideration when choosing their self-directed continuing education. Results: Seven hundred forty-six of 1262 paramedics (59.11%) completed the surveys. Of these respondents, 82 (10.99%) were advanced care paramedics, while 664 (89.01%) were primary care paramedics. Of the 645 who responded with their primary geographical setting: 136 (21.09%) listed a primary urban practice, 126 (19.53%) listed a primary rural practice and 287 (44.50%) reported a split urban and rural practice. The most common perceived deficits (respondent number, percentage); were electrolyte disturbance (418, 56.03%), neonatal resuscitation (386, 51.74%), pediatric respiratory disorder (381, 51.07%), arrhythmia (377, 50.53%), and pediatric cardiac arrest (317, 42.49%). The top 5 educational opportunities they were most likely to choose included online module (464, 62.20%), in-class lecture (423, 56.70%), web-based review (403, 54.02%), webinar (301, 40.35%) and peer consult (237, 31.77%). The top 3 barriers to choosing continuing education were work scheduling (479, 64.21%), location/ease of attending (382, 51.21%), and cost (305, 40.88%). Conclusion: Paramedics in this base hospital system identified pediatric critical care situations, electrolyte abnormalities and cardiac arrhythmia as self-perceived deficits. The most commonly selected educational opportunities included online learning, in-person training and peer consult. These preferred modalities are consistent with the identified barriers of work scheduling, ease of attending and cost. Targeted educational needs based assessments can help ensure that appropriate topics are delivered in a fashion that help overcome identified barriers to self-directed learning.

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Online Learning and Instruction in Health

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch057 ◽

2010 ◽

pp. 942-957 ◽

Cited By ~ 3

Author(s):

Michelle Lee D’Abundo ◽

Cara Lynn Sidman

Keyword(s):

Online Learning ◽

Continuing Education ◽

Health Professionals ◽

Educational Opportunities ◽

Traditional Classrooms ◽

Web Based ◽

Face To Face ◽

Computer Based ◽

Web Based Education ◽

Learning And Instruction

Online learning and instruction are important components of adult education in the field of health. This chapter describes how computer-based technologies are being applied in the training and continuing education of health professionals and in health promotion. Curriculums previously thought to be inappropriate for web-based delivery are now being offered online. Innovations in online learning and instruction have improved delivery of web-based education and have provided educational opportunities for many that were “unreachable” by traditional classrooms. An example of how a solely face-to-face course was revised and delivered in three formats including face-to-face, blended and completely online is provided, as well as examples of best practices and future trends for online learning and instruction.

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Training Healthcare Professionals to Work With People With Intellectual and Developmental Disabilities

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-59.6.446 ◽

2021 ◽

Vol 59 (6) ◽

pp. 446-458

Author(s):

Sydnie E. Smith ◽

Hannah P. McCann ◽

Richard C. Urbano ◽

Elisabeth M. Dykens ◽

Robert M. Hodapp

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Developmental Disabilities ◽

Continuing Education ◽

Healthcare Professionals ◽

Healthcare Providers ◽

Autism Spectrum ◽

Intellectual And Developmental Disabilities ◽

Web Based ◽

Practical Implications

Abstract This study assessed 155 healthcare providers, from nine disciplines, who work professionally with people with intellectual and developmental disabilities (IDD). Using a national, web-based survey, respondents rated their experience, comfort, and competence in treating individuals with different disability types and preferred methods of continuing education; respondents also provided suggestions for attracting others to work with the IDD population. Findings revealed that experiences, comfort, and competence were all higher concerning persons with autism spectrum disorder (ASD) and intellectual disability (ID), lower for those with deaf-blindness. Overall, levels of experience exceeded levels of comfort, which in turn exceeded levels of competence. The most helpful venues for continued training involved day-to-day contact with persons with IDD, which also characterized open-ended responses. Research and practical implications are discussed.

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Face-to-face Training is the Preferred Modality of Professional Continuing Education for Librarians of All Ages, but More Evidence is Needed

Evidence Based Library and Information Practice ◽

10.18438/b8q91r ◽

2011 ◽

Vol 6 (1) ◽

pp. 56

Author(s):

Kathryn Oxborrow

Keyword(s):

Continuing Education ◽

Real Time ◽

The United States ◽

Web Based ◽

Face To Face ◽

Blended Training ◽

Medical Library ◽

Instructor Interaction ◽

Library Associations ◽

Training Modalities

A Review of: Lynn, V. A., Bose, A., & Boehmer, S. J. (2010). Librarian instruction-delivery modality preferences for professional continuing education. Journal of the Medical Library Association, 98(1), 57-64. Objective — To establish the preferred modality for professional continuing education (CE) among members of three library associations. The primary hypothesis was that face-to-face training is the preferred modality, and the secondary hypothesis was that younger librarians are more likely to favour online or blended training modalities. In addition, the authors sought to investigate which factors influence participants' decisions to take up training. Design — Online questionnaire. Setting — Three library associations based in the United States of America. These were the American Library Association (ALA), the Special Libraries Association (SLA), and the Medical Library Association (MLA). Subjects — A random sample of 328 members of the ALA (86 participants), SLA (63 participants), and MLA (291 participants). Some participants were members of more than one association. Methods — Participants were recruited to complete an online survey via direct e-mail contact (MLA), messages on email discussion lists (SLA) and social networks (ALA). The survey asked about participants' experience of, and preference for, five different training modalities for CE. These were: face-to-face (classroom instruction), web-based synchronous (with real-time participant-instructor interaction), web-based asynchronous (with instructor involvement, but not in real time), blended (a combination of different modalities), and webcasts (live online presentations with limited participant-instructor interaction). Participants were then asked to rank factors which would influence their decision to undertake CE courses. The factors were cost, opportunity to socialize/network, time away from work, learning at their own pace, and having immediate access to either the class instructor or other participants. Participants were also given space to comment on both CE modalities and influencing factors. Main Results — There was a statistically significant preference for face-to-face instruction in this sample, being preferred by at least 73.1% of participants in all age ranges. Younger librarians did not display a preference for online or blended training modalities. There was a significant difference in second preference between ALA and MLA members, who both preferred Web based asynchronous training, and SLA members, who preferred the web-based synchronous format. Participants' preferences for all modalities apart from face to face were significantly different depending on whether or not they had experienced the particular modality. Cost was ranked as the most influential factor in the decision to undertake CE by members of all three library associations (significant at P

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Continuing education for general practitioners working in rural practice: a review of the literature

Education for Primary Care ◽

10.1080/14739879.2018.1450096 ◽

2018 ◽

Vol 29 (3) ◽

pp. 151-165 ◽

Cited By ~ 10

Author(s):

Stephanie Dowling ◽

Jason Last ◽

Henry Finnigan ◽

Walter Cullen

Keyword(s):

Continuing Education ◽

General Practitioners ◽

Rural Practice ◽

Review Of The Literature

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SIPEKA (SISTEM INFORMASI PELAYANAN SKCK) PADA POLSEK KOTABARU KAB. KARAWANG

Journal of Information System, Applied, Management, Accounting and Research ◽

10.52362/jisamar.v5i1.345 ◽

2021 ◽

Vol 5 (1) ◽

pp. 99

Author(s):

Eka Chandra Ramdhani ◽

Dwinan Indah Permatasari ◽

Juniarti Eka Sapitri ◽

Asep Asep ◽

Siswidiyanto Siswidiyanto

Keyword(s):

Continuing Education ◽

Information And Communication Technology ◽

Community Service ◽

Communication Technology ◽

Process Data ◽

Web Based ◽

Development Method ◽

Information And Communication ◽

Waterfall Model ◽

Web Based System

Surat Keterangan Catatan Kepolisian (SKCK) termasuk kedalam pelayanan masyarakat yang ada di Kepolisian, akan tetapi pembuatan SKCK ini belum memaksimalkan penggunaan teknologi informasi dan komunikasi, padahal pelayanan pembuatan SKCK ini berkaitan dengan masyarakat luas. SKCK berguna untuk mengetahui identitas yang valid tentang jati diri seseorang, serta digunakan sebagai salah satu syarat melamar pekerjaan, melanjutkan pendidikan, atau alat untuk kebutuhan yang lain kemudian SKCK juga digunakan untuk menerangkan bahwa orang yang bersangkutan tidak memiliki catatan atau keterlibatan dalam kegiatan kriminal. Pada penelitian ini dirancang suatu sistem berbasis web dengan menggunakan metode pengembangan perangkat lunak model waterfall (air terjun). Harapannya dengan dibuatnya sistem informasi ini dapat membantu Polsek Kotabaru dalam melayani masyarakat dalam pembuatan SKC, perpanjangan waktu SKCK dan juga dapat memudahkan dalam pengelolaan dan pengolahaan data masyarakat yang terlibat ataupun tidak terlibat dalam kegiatan kriminal. Police Note Certificate (SKCK) is included in the community service in the Police, but the making of this SKCK has not maximized the use of information and communication technology, even though the SKCK making service is related to the wider community. SKCK is useful for knowing a valid identity about a person's identity, and is used as a condition for applying for a job, continuing education, or a tool for other needs. SKCK is also used to explain that the person concerned has no record of or involvement in criminal activities. In this study, a web-based system was designed using the waterfall model software development method (waterfall). The expectation is that the creation of this information system can help the Kotabaru Police in serving the community in making SKC, extending the SKCK time and also making it easier to manage and process data for people who are or are not involved in criminal activities.

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Cancer CAM™: Web-Based Continuing Education for Health Professionals

Complementary health practice review ◽

10.1177/1076167503252922 ◽

2004 ◽

Vol 9 (1) ◽

pp. 43-60 ◽

Cited By ~ 2

Author(s):

Susan G. Brink ◽

Ann E. McFarren ◽

Jane M. Lincoln ◽

Amelia J. Birney

Keyword(s):

Prostate Cancer ◽

Continuing Education ◽

Health Professionals ◽

Prostate Cancer Patient ◽

Outcome Data ◽

Health Educators ◽

Web Based ◽

Balanced Approach ◽

Academic Information ◽

Qualitative Responses

Nurses and health educators who work with cancer patients are often asked about complementary and alternative medicine (CAM) therapies. “CAM and the Prostate Cancer Patient” is the prototype module for an online continuing education series on CAM. More than 60 nurses and health educators tested the product online. Outcome data indicate that such a program can increase learners’ CAM knowledge and perceived self-efficacy in addressing patient questions about CAM. Qualitative responses from testers indicate an appreciation for a balanced approach to the material. Testers found the combination of academic information with professional and patient tips to be useful.

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