Interactive Distance Learning Program in Palliative Care

姑息治疗交互式远程学习计划

• 批准号: 7470016
• 负责人: LINDA Leah EMANUEL
• 金额: $ 30.85万
• 依托单位: NORTHWESTERN UNIVERSITY AT CHICAGO
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-01 至 2009-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7470016
• 关键词: Attitude; Behavior; Communities; Community Health Education; Community Participation; Competence; Computers; Country; Development; Disease; Distance Learning; Education; Educational Curriculum; Educational process of instructing; Evaluation; Gold; Grant; Institute of Medicine (U.S.); Internet; Knowledge; Knowledge acquisition; Learning; Malignant Neoplasms; Medical; Medical Education; Meta-Analysis; Methods; Metric; Modeling; National Cancer Advisory Board; National Cancer Policy Board; National Research Council; Online Systems; Outcome; Palliative Care; Patients; Physicians; Play; Programmed Learning; Randomized; Recommendation; Recruitment Activity; Reporting; Role; Standards of Weights and Measures; Teaching Materials; Time; Trainers Training; Upper arm; Work; base; behavior change; cohort; college; comparative; continuing medical education; design; efficacy evaluation; end of life care; expectation; improved; infancy; innovation; programs; skill acquisition; skills; symposium; theories; virtual

DESCRIPTION (provided by applicant): Background: The National Cancer Advisory Board of the Institute of Medicine with the National Research Council called for improved physician education in palliative care in its 2001 report. The Education in Palliative and End-of-life Care (EPEC) Project is an ambitious train-the-trainer program that aims to reach, through its EPEC Trainers, all practicing physicians in the USA with education about the competencies they must possess to play their role in good end-of-life care. It has become a gold standard in palliative care education, and a programmatically sustainable, enduring virtual college. As medical education relies increasingly on distance learning, it is important to provide the EPEC education in a distance learning form. However, little distance learning exists for palliative care. Indeed, distance learning is also in its infancy. A meta-analysis indicates that interactivity is helpful. However, few studies are rigorous, and few programs are designed according to principles of education. Aims and Methods: This resubmission of our previously well-reviewed, and now further improved proposal aims to compare two distance learning programs that use the EPEC curriculum with the traditional EPEC conference-based learning (Conference). One will be built as an interactive distance learning course (IDLCourse). The other is a non-interactive web program (W-Course). We will then recruit a cohort of 550 professionals who have not previously attended an EPEC Conference. We will randomize them to one of three arms: 150 will receive the Conference, 200 to IDL-Course and 200 the W-Course. All three arms will cover the same curricular content. Evaluation: Evaluation will examine the impact of each course on: knowledge acquisition; attitude development; skills acquisition; behavior change; ability to teach the material; and participation in a palliative care education community. Evaluation will entail use of appropriate metrics and will occur at the start and end of the program and again after 3 months. We hypothesize that all arms will achieve similar knowledge gains but will show differences in other outcomes, namely that W-Course will achieve lest, IDL-Course moderate and Conference most gains in attitudes, skills, behaviors, teaching capacity and professional participation. Outcomes of this 3 year study will include: 1. A new, interactive distance learning palliative care education program; 2. Some needed metrics for evaluating palliative care education; and 3. Information on which features of distance learning result in the greatest educational impact.

描述（由申请人提供）：背景：国家研究委员会的医学研究所国家癌症顾问委员会呼吁在其2001年报告中改善姑息治疗的医师教育。姑息治疗和临终关怀（EPEC）项目的教育是一项雄心勃勃的火车训练计划，旨在通过其EPEC培训师，所有在美国的医生进行教育，以教育他们必须拥有的能力，以在良好的寿命终止护理中发挥作用。它已成为姑息治疗教育的黄金标准，并且是一种可持续的，持久的虚拟学院。 随着医学教育越来越依赖远程学习，重要的是要以远程学习形式提供EPEC教育。但是，姑息治疗几乎没有远程学习。确实，远程学习也处于起步阶段。荟萃分析表明互动性很有帮助。但是，很少有研究是严格的，并且根据教育原则设计的计划很少。 目的和方法：我们以前经过精心审查的重新提出，现在进一步改进的建议旨在比较使用EPEC课程的两个远程学习计划与传统的基于EPEC的会议学习（会议）。一个将作为交互式远程学习课程（IDLCourse）构建。另一个是非交互式网络程序（W-course）。然后，我们将招募550名以前从未参加过EPEC会议的专业人士。我们将将它们随机为三个武器之一：150将获得会议，200次会议和200个W级。所有三个臂都将涵盖相同的课程内容。 评估：评估将检查每个课程对：知识获取的影响；态度发展；技能获取；行为改变；教授材料的能力；并参与姑息治疗教育社区。评估将需要使用适当的指标，并将在计划的开始和结束时以及3个月后再次发生。我们假设所有武器都将获得类似的知识收益，但会在其他成果上显示出差异，即W阶段将实现以免态度，技能，行为，教学能力和专业参与方面的大部分，适度和会议。这项三年研究的结果将包括：1。一项新的互动远程学习姑息治疗教育计划； 2。一些评估姑息治疗教育所需的指标；和3。远程学习特征的信息会产生最大的教育影响。