INTRODUCTION: This exploratory study examines Canadian physicians' participation in online social activities and learning discussions, perceptions of online social closeness, barriers and motivators to participation, and perceptions of the impact of course duration and face-to-face meetings on learning. METHODS: Formative evaluations were administrated to physicians participating in two online continuing medical education (CME) courses. Responses were recorded and calculated by the Blackboard Learning System. Content analysis was used to categorize comments and identify influencing factors. Online postings were counted to measure participation in the learning activities. RESULTS: The participation rate of 158 physicians and 10 facilitators in online social activities was very low. Forty-five percent of responding participants reported that more time for discussion would help them learn more; 62% stated that the initial face-to-face meeting helped improve online social relations and increase peer interactions online. Thirty-five percent of respondents reported participating in online social activities, while 29% had no time to do so, and 18% were not interested in doing so. Thirty-five percent felt closer or more connected to their peers after two discussion sessions; 11% did not feel closer because of their low participation; and 16% did not feel closer because of inadequate peer interaction. On the two evaluations, 49% and 22% of respondents, respectively, perceived lack of time and social bonding as major barriers to participating in learning discussion. DISCUSSION: Lack of time and peer response were given as the main reasons for low participation in social activity and learning discussions. Time and social bonding were major barriers to learning discussion. Course usefulness and participants' desire, commitment, and time management skills helped overcome barriers. Facilitators needed training in online systems and facilitation skills. Longer course duration and realistic pacing would probably foster more social interaction and greater course participation.
INTRODUCTION: This exploratory study examines Canadian physicians' participation in online social activities and learning discussions, perceptions of online social closeness, barriers and motivators to participation, and perceptions of the impact of course duration and face-to-face meetings on learning. METHODS: Formative evaluations were administrated to physicians participating in two online continuing medical education (CME) courses. Responses were recorded and calculated by the Blackboard Learning System. Content analysis was used to categorize comments and identify influencing factors. Online postings were counted to measure participation in the learning activities. RESULTS: The participation rate of 158 physicians and 10 facilitators in online social activities was very low. Forty-five percent of responding participants reported that more time for discussion would help them learn more; 62% stated that the initial face-to-face meeting helped improve online social relations and increase peer interactions online. Thirty-five percent of respondents reported participating in online social activities, while 29% had no time to do so, and 18% were not interested in doing so. Thirty-five percent felt closer or more connected to their peers after two discussion sessions; 11% did not feel closer because of their low participation; and 16% did not feel closer because of inadequate peer interaction. On the two evaluations, 49% and 22% of respondents, respectively, perceived lack of time and social bonding as major barriers to participating in learning discussion. DISCUSSION: Lack of time and peer response were given as the main reasons for low participation in social activity and learning discussions. Time and social bonding were major barriers to learning discussion. Course usefulness and participants' desire, commitment, and time management skills helped overcome barriers. Facilitators needed training in online systems and facilitation skills. Longer course duration and realistic pacing would probably foster more social interaction and greater course participation.
Authors: Marie-Pierre Gagnon; Marie Desmartis; Michel Labrecque; Josip Car; Claudia Pagliari; Pierre Pluye; Pierre Frémont; Johanne Gagnon; Nadine Tremblay; France Légaré Journal: J Med Syst Date: 2010-03-30 Impact factor: 4.460
Authors: Michael J Schoen; Edmond F Tipton; Thomas K Houston; Ellen Funkhouser; Deborah A Levine; Carlos A Estrada; Jeroan J Allison; O Dale Williams; Catarina I Kiefe Journal: J Contin Educ Health Prof Date: 2009 Impact factor: 1.355
Authors: Dahn Jeong; Justin Presseau; Rima ElChamaa; Danielle N Naumann; Colin Mascaro; Francesca Luconi; Karen M Smith; Simon Kitto Journal: Acad Med Date: 2018-08 Impact factor: 6.893