Biomedical subjects

Eileen MacDougall

Publications and source records attributed to Eileen MacDougall.

4 recordsLinked to original sources

PubMed2003

Videoconferenced grand rounds: needs assessment for community specialists.

INTRODUCTION: Grand rounds are a traditional means of continuing education for specialist physicians. The purpose of this study was to determine the need for and feasibility of interactive videoconferenced grand rounds between an academic health center and community specialists practicing in the three provinces served by the health center. METHODS: Using questionnaires, we studied two populations: the academic center's clinical department and division heads and community specialists in three provinces. RESULTS: We received 27 of 34 (79%) questionnaires from department heads. Nine reported that they already videoconferenced their rounds, 12 expressed a willingness to do so, and 4 responded that they may be interested. Fourteen departments responded that they were willing to include community specialists in planning and presenting. Using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), respondents rated the statement "Regional specialists would benefit from videoconferenced grand rounds" as 4.2. The return rate from community specialists was 333 of 876 (38%), of which 274 indicated that they would attend videoconferenced rounds, 42 said "maybe," and 9 said "no." Using the same 5-point scale, respondents rated both the following statements as 3.8: "Videoconferenced grand rounds would benefit me" and "These rounds would help me keep in touch with my colleagues." One hundred and two (31%) indicated that they would help plan rounds from the academic center. DISCUSSION: This study demonstrated the willingness on the part of one academic center to videoconference grand rounds to community specialists and interest from community specialists in participating. It raises logistical and educational issues, including scheduling and how to effectively include community physicians in needs assessment and planning. As requirements for specialists to participate in accredited learning activities become more rigorous, videoconferencing grand rounds may be one way to increase access to important learning activities.

Academic Medical Centers↗

PubMed2002

Videoconferencing for continuing medical education: from pilot project to sustained programme.

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995-6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999-2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

Attitude of Health Personnel↗

PubMed2002

Evaluation of videoconferenced grand rounds.

We evaluated various aspects of grand rounds videoconferenced from a tertiary care hospital to a regional hospital in Nova Scotia. During a five-month study period, 29 rounds were broadcast (19 in medicine and 10 in cardiology). The total recorded attendance at the remote site was 103, comprising 70 specialists, nine family physicians and 24 other health-care professionals. We received 55 evaluations, a response rate of 53%. On a five-point Likert scale (on which higher scores indicated better quality), mean ratings by remote-site participants of the technical quality of the videoconference were 3.0-3.5, with the lowest ratings being for ability to hear the discussion (3.0) and to see visual aids (3.1). Mean ratings for content, presentation, discussion and educational value were 3.8 or higher. Of the 49 physicians who presented the rounds, we received evaluations from 41, a response rate of 84%. The presenters rated all aspects of the videoconference and interaction with remote sites at 3.8 or lower. The lowest ratings were for ability to see the remote sites (3.0) and the usefulness of the discussion (3.4). We received 278 evaluations from participants at the presenting site, an estimated response rate of about 55%. The results indicated no adverse opinions of the effect of videoconferencing (mean scores 3.1-3.3). The estimated costs of videoconferencing one grand round to one site and four sites were C dollars 723 and C dollars 1515, respectively. The study confirmed that videoconferenced rounds can provide satisfactory continuing medical education to community specialists, which is an especially important consideration as maintenance of certification becomes mandatory.

Attitude of Health Personnel↗

PubMed2002

Videoconferenced continuing medical education in Nova Scotia.

Videoconferencing has been used for continuing medical education (CME) in Nova Scotia since a pilot project to four communities in 1995. The Nova Scotia Telehealth Network was developed after the pilot project. Using the network, the videoconferenced CME programme expanded over the next few years until in, 2000-1, 66 programmes were broadcast to 38 sites. During the expansion of the programme, we improved video quality and developed efficient methods of: scheduling and planning the content of the videoconferences; training faculty presenters in videoconferencing techniques; and evaluation. We consider this programme represents a success. However, several aspects could be improved. Faculty members still need encouragement to make visual aids legible by videoconference and to provide handouts. Also, there has been little upgrading of equipment over the past four years and some reduction in the reliability of connections.

Education, Distance↗