scholarly journals Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Face Education Delivery for Health Professionals

2012 ◽  
Vol 14 (2) ◽  
pp. e47 ◽  
Author(s):  
Stephen Maloney ◽  
Romi Haas ◽  
Jenny L Keating ◽  
Elizabeth Molloy ◽  
Brian Jolly ◽  
...  
2011 ◽  
Vol 13 (4) ◽  
pp. e116 ◽  
Author(s):  
Stephen Maloney ◽  
Romi Haas ◽  
Jennifer L Keating ◽  
Elizabeth Molloy ◽  
Brian Jolly ◽  
...  

2012 ◽  
pp. 90-118
Author(s):  
Diana S. Perdue

This chapter is designed for the mathematics teacher, experienced or not, who is interested in incorporating Web-based content and activities into her face-to-face (F2F) classroom (i.e. creating “blended” or “hybrid” classes). It is not a “technical manual” nor is it meant to be exhaustive; rather, the intent is that of describing, colleague to colleague, things that work in an online environment. I will discuss, as if we are sitting in the teacher’s lounge with a laptop in front of us, how I use Web-based content in my mathematics instruction and how my students benefit from it in their mathematics learning. I will attempt to present some specific examples for clarity; be aware that these are just guides for you and not strict demarcations. For ease of discussion I will choose common tools / programs (e.g. Microsoft Word, GoogleDocs, Adobe Acrobat, etc.) and for cost effectiveness I will choose Open Source items whenever possible.


Author(s):  
Qidong Cao ◽  
Xue Bai ◽  
Thomas E. Griffin

Course Websites have been considered an increasingly important part of online as well as face-to-face education delivery formats. While a vast body of literature has been devoted to comparison of the online and traditional face-to-face courses, little research of student satisfaction with respect to course Websites differentiated between the online and face-to-face students. In order to improve quality of course Websites, the effort was aimed at identifying important predictors of the satisfaction of online students and face-to-face students. This study conducted Fisher’s z transformation and test to compare correlation coefficients of each of Website features and the student satisfaction between two groups of student. Williams’ T-test was performed to compare correlation coefficients, with the student satisfaction, of different Website features within one group, online or face-to-face students. The results showed that online students and face-to-face students had different focuses on Website features. Educational administrators, instructors and system developers might accordingly apply limited resources on improvement of most important features to efficiently increase student satisfaction.


2020 ◽  
pp. 096228022095817
Author(s):  
Linchen He ◽  
Linqiu Du ◽  
Zoran Antonijevic ◽  
Martin Posch ◽  
Valeriy R Korostyshevskiy ◽  
...  

Previous work has shown that individual randomized “proof-of-concept” (PoC) studies may be designed to maximize cost-effectiveness, subject to an overall PoC budget constraint. Maximizing cost-effectiveness has also been considered for arrays of simultaneously executed PoC studies. Defining Type III error as the opportunity cost of not performing a PoC study, we evaluate the common pharmaceutical practice of allocating PoC study funds in two stages. Stage 1, or the first wave of PoC studies, screens drugs to identify those to be permitted additional PoC studies in Stage 2. We investigate if this strategy significantly improves efficiency, despite slowing development. We quantify the benefit, cost, benefit-cost ratio, and Type III error given the number of Stage 1 PoC studies. Relative to a single stage PoC strategy, significant cost-effective gains are seen when at least one of the drugs has a low probability of success (10%) and especially when there are either few drugs (2) with a large number of indications allowed per drug (10) or a large portfolio of drugs (4). In these cases, the recommended number of Stage 1 PoC studies ranges from 2 to 4, tracking approximately with an inflection point in the minimization curve of Type III error.


2021 ◽  
Vol 7 ◽  
Author(s):  
Balquees Al-Awadhi ◽  
Rosalind Fallaize ◽  
Rodrigo Zenun Franco ◽  
Faustina Hwang ◽  
Julie A. Lovegrove

Prevention strategies for non-communicable diseases (NCDs) are a global priority as it has been estimated that NCDs will account for around 73% of worldwide mortality by the year 2020. The adoption of diets that are low in saturated fat, free sugars, and red and processed meats and higher in unsaturated fats, wholegrains, fruit, and vegetables have been shown to reduce the risk of NCDs. With increasing internet use, several nutrition interventions are now being conducted online as well as face-to-face, however it is unclear which delivery method is most effective. Although a consumer preference toward face-to-face dietary advice delivery has been identified previously, interest in delivering web-based dietary advice, and in particular personalized nutrition (PN), has been rising, as internet delivery may be less costly and more scalable. This review compares published face-to-face and web-based dietary interventions to give insight into which dietary method might be more effective for PN. In total, 19 peer-reviewed randomized controlled trials were identified for inclusion in the review. The majority of face-to-face nutrition interventions were successful at facilitating dietary change. Results from web-based nutrition interventions suggested that personalized web-based nutrition interventions may be successful at inducing short-term dietary change compared to standardized dietary interventions, however, minimal evidence of long-term impact has been found across both delivery methods. Results of a trial that compared face-to-face with web-based diet intervention found significantly greater dietary changes in the face-to-face group compared to web-based and control groups. Further controlled comparative studies and cost-benefit analysis are needed to assess whether web-based methods can be used in place of face-to-face interventions for achieving dietary change.


Author(s):  
Michelle Lee D’Abundo ◽  
Cara Lynn Sidman

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.


Author(s):  
Cecily Morrison ◽  
Graham Walker ◽  
Kai Ruggeri ◽  
Jamie Hacker Hughes

AbstractWeb-based interventions for depression have burgeoned over the past 10 years as researchers and health professionals aim to harness the reach and cost-effectiveness that the internet promises. Despite strong clinical evidence of their effectiveness and policy support, web-based interventions have not become widely used in practice. We explored this translation gap by conducting an implementation pilot of MindBalance, a web-based intervention for depression built on the SilverCloud platform, in three IAPT services. We posed three questions: (1) Who chooses to use MindBalance? (2) Is MindBalance effective for these clients? (3) How do clients use MindBalance? Our results for questions (1) and (2) are commensurate with the positive findings in the literature on patient acceptability and clinical effectiveness for such interventions. Client usage, captured in adherence data as well as usage case-studies, was diverse and differed markedly from face-to-face sessions. The most surprising result, however, concerned the small number of people who were offered the intervention. We reflect upon why this was and discuss implementation issues that primary mental health services should consider when adding a web-based intervention to their services.


Medical Care ◽  
1993 ◽  
Vol 31 (Supplement) ◽  
pp. JS12-JS17 ◽  
Author(s):  
Andrew Friede ◽  
William R. Taylor ◽  
Lee Nadelman

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