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JMIR Med Educ. 2017 May 10;3(1):e10. doi: 10.2196/mededu.5434.

Development and Assessment of an E-learning Course on Pediatric Cardiology Basics.

Author information

1
Faculdade de Ciências da Universidade do Porto and Faculdade de Medicina da Universidade do Porto, Porto, Portugal.
2
Círculo do Coração, Unidade de Cardiologia e Medicina Fetal, Real Hospital Português de Pernambuco, Recife, Brazil.
3
Instituto de Telecomunicações, Faculty of Sciences of the University of Porto, Porto, Portugal.

Abstract

BACKGROUND:

Early detection of congenital heart disease is a worldwide problem. This is more critical in developing countries, where shortage of professional specialists and structural health care problems are a constant. E-learning has the potential to improve capacity, by overcoming distance barriers and by its ability to adapt to the reduced time of health professionals.

OBJECTIVE:

The study aimed to develop an e-learning pediatric cardiology basics course and evaluate its pedagogical impact and user satisfaction.

METHODS:

The sample consisted of 62 health professionals, including doctors, nurses, and medical students, from 20 hospitals linked via a telemedicine network in Northeast Brazil. The course was developed using Moodle (Modular Object Oriented Dynamic Learning Environment; Moodle Pty Ltd, Perth, Australia) and contents adapted from a book on this topic. Pedagogical impact evaluation used a pre and posttest approach. User satisfaction was evaluated using Wang's questionnaire.

RESULTS:

Pedagogical impact results revealed differences in knowledge assessment before and after the course (Z=-4.788; P<.001). Questionnaire results indicated high satisfaction values (Mean=87%; SD=12%; minimum=67%; maximum=100%). Course adherence was high (79%); however, the withdrawal exhibited a value of 39%, with the highest rate in the early chapters. Knowledge gain revealed significant differences according to the profession (X22=8.6; P=.01) and specialty (X22=8.4; P=.04). Time dedication to the course was significantly different between specialties (X22=8.2; P=.04).

CONCLUSIONS:

The main contributions of this study are the creation of an asynchronous e-learning course on Moodle and the evaluation of its impact, confirming that e-learning is a viable tool to improve training in neonatal congenital heart diseases.

KEYWORDS:

cardiology; congenital heart defects; continuing medical education; distance learning; pediatrics

PMID:
28490416
DOI:
10.2196/mededu.5434
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