W Greil1, I von Stralendorff, H Mandl. 1. Klinik und Poliklinik für Psychiatrie und Psychotherapie, Klinikum der Universität München, Ludwig-Maximilians-Universität München, Nussbaumstraße 7, 80336, München, Deutschland. waldemar.greil@med.uni-muenchen.de
Abstract
BACKGROUND: In this article a blended learning concept in continuing medical education is evaluated over a broad range of ages, as there is little data on this topic so far. The aims of this study were to document the blended learning concept, to evaluate the subjective gain of knowledge, as well as didactic and virtual means. Finally the actual usage and accreditation are reported. MATERIAL AND METHODS: The curriculum referred to the topic of bipolar disorder, combined episodes of face-to-face instruction and individual web-based learning over a period of 3 months. RESULTS: The didactic concept was very well accepted by the participants (N=346) and was evaluated as very user-friendly. The most appreciated dimensions were "subjective gain of knowledge" and "support by media tutor". Nearly 80% participated in both face-to-face as well in both web-based episodes. The component of web-based learning was accredited by the responsible institution (State Medical Association) with increasing number of credits over a period of 3 years. CONCLUSION: Blended learning is a useful didactic concept in continuing medical education of psychiatrists independent of the age of the participants.
BACKGROUND: In this article a blended learning concept in continuing medical education is evaluated over a broad range of ages, as there is little data on this topic so far. The aims of this study were to document the blended learning concept, to evaluate the subjective gain of knowledge, as well as didactic and virtual means. Finally the actual usage and accreditation are reported. MATERIAL AND METHODS: The curriculum referred to the topic of bipolar disorder, combined episodes of face-to-face instruction and individual web-based learning over a period of 3 months. RESULTS: The didactic concept was very well accepted by the participants (N=346) and was evaluated as very user-friendly. The most appreciated dimensions were "subjective gain of knowledge" and "support by media tutor". Nearly 80% participated in both face-to-face as well in both web-based episodes. The component of web-based learning was accredited by the responsible institution (State Medical Association) with increasing number of credits over a period of 3 years. CONCLUSION: Blended learning is a useful didactic concept in continuing medical education of psychiatrists independent of the age of the participants.
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