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Using Webinars for the Education of Health Professionals and People Affected by Cancer: Processes and Evaluation
Abstract
Technology provides an opportunity to engage with a variety of audiences to provide cancer education, information and support. Webinars are one such format that allow live presentations by experts that can be accessed online, from people’s homes or other convenient locations. In 2015, Cancer Council Victoria (CCV) undertook a program of work to design and evaluate the effectiveness of a suite of webinars: four designed for people affected by cancer and two for health professionals. Webinars included a series of expert presentations, a panel discussion and an interactive component where participants posed questions to the panel. Evaluation included analysis of online metrics and a post-event survey covering experience and satisfaction with the webinar, self-reported changes in knowledge of key webinar concepts and confidence to discuss concepts with health professionals or patients. A total of 438 people participated in the webinars (41.5% of 1056 registrations), and 207 post-event surveys were completed by participants (47.3%). Overall, 90.1% indicated that webinar content was relevant to their interests and needs. Self-ratings of knowledge, awareness of resources and confidence to discuss webinar topics increased after the webinar. The majority (63.9%) had not participated in a webinar before, and 92.6% were interested in participating in future webinars. Over half of respondents (52.8%) had not accessed CCV resources before. This work provided a new opportunity to consolidate consistency of delivery and evaluation of webinars, demonstrating they are an effective, acceptable, accessible and sustainable vehicle for delivering information and support to health professionals and people affected by cancer.
... Despite strained access to healthcare, the pandemic presented an opportunity to utilize technology for remote cancer education of people affected by cancer [7]. Educational webinars provided an opportunity to reach diverse audiences in disbursed geographic locations. ...
... Participants could use smart phones, tablets, or computers to learn from subject matter experts who were in distant locations and health systems. Furthermore, webinars helped mitigate patient barriers to healthcare, such as lack of mobility or time, travel distance to healthcare, lack of funds, or long waiting times for appointments [7]. ...
... Although previous studies have shown webinars reach new audiences and disseminate educational material [7], few studies have evaluated webinars [9,10], and to our knowledge, none has used the RE-AIM framework. Evaluation is an essential tool for gathering evidence on how well webinar series function and produce positive outcomes [12,13]. ...
The COVID-19 pandemic disrupted healthcare for patients with chronic diseases, including cancer. Barriers to healthcare increased, especially for racial and ethnic minorities. While many institutions developed webinars to educate community members, few webinars used a community-based participatory approach, employed a theory-based engagement design, and were evaluated. This manuscript reports the outcomes of "Vamos a educarnos contra el cáncer," a 2021 webinar series. Monthly educational webinars were conducted in Spanish on cancer-related topics. The presentations were delivered by Spanish-speaking content experts from different organizations. Webinars were conducted using the video conferencing platform Zoom. Polls were launched during the webinar to collect data and evaluate each webinar. The RE-AIM model of reach, effectiveness, adoption, implementation, and maintenance was used to evaluate the series. The SAS Analytics Software was used for analysis and data management. Two hundred ninety-seven people participated with over 3000 views of the webinar recordings (Reach); 90% rated the sessions as good or excellent (Effectiveness); 86% agreed to adopt or improve a cancer-related behavior, and 90% reported willingness to adopt or improve a cancer-related action for someone else (Adoption); 92% reported feeling engaged (Implementation). The series has produced a resource library, manual of operations, and agreement of the Hispanic/Latino Cancer Community Advisory Board (CAB) to continue the webinar series in the future (Maintenance). Overall, these results highlight the impact of this webinar series and provide a standard approach to planning, delivering, and evaluating webinars as a strategy for cancer prevention and control in a culturally appropriate manner.
... Previous research finding that webinars can substantially improve the self-management of people living with chronic conditions (such as cancer [8]) and are effective in promoting adult learning [9] was used as the justification to develop the AB-SCILS. However, little to no scholarship has investigated the outcomes of implementing a webinar-based telehealth strategy among individuals with SCI. ...
... This suggests that the timing of the webinars may be a determinant of whether some participants can attend the live sessions, speaking to the importance of having the webinars available for later views. Chiswell et al [8] evaluated a suite of webinars in terms of overall experience, viewer satisfaction, self-reported changes in knowledge, and confidence to discuss webinar topics. The authors found that the main reason why individuals did not attend the live webinar was due to prior commitments, the time of day at which the webinar was scheduled, or preference to listen to the webinar at a later time [8]. ...
... Chiswell et al [8] evaluated a suite of webinars in terms of overall experience, viewer satisfaction, self-reported changes in knowledge, and confidence to discuss webinar topics. The authors found that the main reason why individuals did not attend the live webinar was due to prior commitments, the time of day at which the webinar was scheduled, or preference to listen to the webinar at a later time [8]. Consequently, it is important to record webinars such as the AB-SCILS to improve their reach and accessibility. ...
Background:
COVID-19 disrupted services received by persons with spinal cord injury (SCI) worldwide. The International Disability Alliance declared the need for a disability-inclusive response to the COVID-19 crisis, as decreased access to health care services for individuals living with varying levels of function was unacceptable. As a result, an SCI community in Canada created a novel webinar-based strategy aimed at improving access to self-management information for people living with SCI and other stakeholders. However, although telehealth practices have previously been used effectively in SCI management and rehabilitation, little to no scholarship has investigated the outcomes of implementing a webinar-based telehealth strategy in this population.
Objective:
This study aims to understand the outcomes of implementing the webinar series. Specifically, the authors aimed to determine the reach of the series; understand its impact on social connectedness, perceptions of disability, and overall quality of interactions among persons with SCI, their families, service providers, and the public at large; and explore the long-term sustainability of the initiative.
Methods:
The authors implemented a community-based participatory strategy to define a convergent mixed methods design to triangulate qualitative and quantitative data collected simultaneously. Quantitative methods included pop-up questions administered during the live webinars, surveys administered following webinars, and an analysis of YouTube analytics. Qualitative methods included semistructured interviews with persons with SCI and health care providers who attended at least one webinar. The results were integrated, following methods adapted from Creswell and Clark.
Results:
A total of 234 individuals attended at least 1 of the 6 webinars that took place during the 6-month study period. In total, 13.2% (31/234) of the participants completed the postwebinar survey, and 23% (7/31) participated in the semistructured interviews. The reach of the webinar series was mainly to persons with SCI, followed by health professionals, with most of them living in urban areas. The topics sexuality and research were the most viewed on YouTube. The knowledge disseminated during the webinars was mainly perceived as valid and useful, related to the fact that the presentation format involved people with lived experience and clinical experts. The webinars did not necessarily help build a new extended community of people involved in SCI but helped strengthen the existing community of people with SCI in Alberta. The webinar positively influenced the perceptions of normality and disability regarding people with SCI. The webinar format was perceived as highly usable and accessible.
Conclusions:
The webinar series was associated with improved participant knowledge of what is possible to achieve after an SCI and their perceptions of disability. The long-term implementation of this initiative is feasible, but further considerations to increase its reach to rural areas and ensure the integration of diverse individuals should be taken.
... Webinars are commonly applied in distance education and blended learning training programs (Gegenfurtner et al., 2020). For instance, Chiswell et al. (2018) conducted six webinars to educate health professionals and people affected by cancer. The online metrics and post-event survey analysis revealed that 90.1% of the participants indicated that the webinar content was relevant to their interests and needs. ...
... Besides, webinar technology is readily available and inexpensive compared to hosting a physical seminar. It webinar is relatively easier to schedule, conduct, manage and easily access participants from different parts of the world (Chiswell et al., 2018). Various organisations and institutions organised many education webinars to substitute the face-to-face seminars mainly for teachers' professional development. ...
... One of the objectives of using webinars is to overcome distance barriers in accessing information (Chiswell et al., 2018). The travel and group gathering restrictions during the Covid-19 pandemic have limited or put on hold many face-to-face professional development courses to be conducted physically. ...
Purpose and Research Question-Makerspace can be described as a physical place where participants can create and co-create knowledge as well as physical or digital products or a making mindset that can be applied to classrooms, homes, or other places. It can support the existing school-based curriculum such as STEM project-based learning or after school extracurricular activities. The Southeast Asia Ministers of Education Organisation (SEAMEO) Regional Center for Education in Science and Mathematics (RECSAM) organised a webinar entitled 'Enhancing STEM education through STEM Makerspace' with the goal of creating awareness about the role of STEM Makerspace in enhancing STEM education. This paper aims to describe the evaluation of the implementation process and the outcomes of this webinar. Methodology-A combination of the qualitative and quantitative methods was used. Data were collected on the document to review the work process and online evaluation form. Findings-The analysis of the online evaluation generally revealed that participants perceived the webinar's delivery positively. Besides, the evaluation of the outcomes of the webinar indicated the findings revealed participants' perceptions and needs regarding STEM makerspace. Significance and Contribution in Line with Philosophy of LSM Journal-The findings contribute to the growing evidence on webinar effectiveness for delivering teachers' professional development programs. The evaluation of the outcomes helps make judgments and guides the selection of interventions for the STEM makerspace in the future.
... The health information seminars were started to shift to online platforms, and the pandemic process is accelerated. The early studies of webinars focus, especially on health professionals' satisfaction and patients' education (2,3). The authors concluded that all learners intended to reduce their own cancer risk. ...
... The authors concluded that all learners intended to reduce their own cancer risk. Patients felt more knowledgeable, prepared, and confident talking about cancer (2,3). For health professionals (HP), the studies generally use the surveys to investigate the results of webinars and showed that HP is satisfied and significantly improved their information, and they would deal with the webinar topics further (3)(4)(5). ...
... Patients felt more knowledgeable, prepared, and confident talking about cancer (2,3). For health professionals (HP), the studies generally use the surveys to investigate the results of webinars and showed that HP is satisfied and significantly improved their information, and they would deal with the webinar topics further (3)(4)(5). The education of the processes that can be defined as the education of tomorrow have now been laid. ...
Introduction
Following the Covid‐19 pandemic, the face‐to‐face meetings are delayed to a future date , which is still not clear. However, seminars, meetings, and conferences are necessary for updating our knowledge and skills. The web‐based seminars (webinars) are the solutions to this issue. This study aimed to show the participant behavior when webinars present at the Covid‐19 pandemic era.
Methods
Between December 2017 – July 2020, 58 webinars were broadcasted via the Uropedia, electronic library of SUST. Data of all webinars were collected with the YouTube analytics and application of the Uropedia. Data of streaming webinars included participant behaviors such as content views, engagement time, total unique attendees, average engagement time, and the number of audience to leads. Data were split into two groups; group‐1 is webinars before Covid‐19 (before March 2020), group‐2 is the webinars during Covid‐19.
Results
Total broadcast time and total page view number were found to be 112.6 hours (6761 min.) and 15919, respectively. The median participant age was 40.1 years. Median content view and median engagement time were found to be 261.0 min., and 12.2 min., respectively. Comparison of two groups revealed a significant increment in the content views (group 1;134.0 range=86.0‐87.0 and group 2; 414.0 range=296.0‐602.0, p<0.001) and the number of the unique attendees (group 1; 18.0 range=10.0‐26.0 and group 2; 57.0 range=27.0‐100.0, p<0.001) following Covid‐19. However, the median engagement time of the audience did not seem to change with the Covid‐19 pandemic (group 1; 11.5 range=10.0‐13.3 min. and group 2; 13.2 range=9.4‐18.1 min., p=0.12).
Conclusion
The webinars are effective ways to share information and have many advantages, including low cost, reaching the high number of audiences. Audience number and page visits seemed to increase following the Covid‐19 pandemic. However, this era did not seem to affect a critical attitude of the audience, which is engagement time.
... The health information seminars were started to shift to online platforms, and the pandemic process is accelerated. The early studies of webinars focus, especially on health professionals' satisfaction and patients' education (2,3). The authors concluded that all learners intended to reduce their own cancer risk. ...
... The authors concluded that all learners intended to reduce their own cancer risk. Patients felt more knowledgeable, prepared, and confident talking about cancer (2,3). For health professionals (HP), the studies generally use the surveys to investigate the results of webinars and showed that HP is satisfied and significantly improved their information, and they would deal with the webinar topics further (3)(4)(5). ...
... Patients felt more knowledgeable, prepared, and confident talking about cancer (2,3). For health professionals (HP), the studies generally use the surveys to investigate the results of webinars and showed that HP is satisfied and significantly improved their information, and they would deal with the webinar topics further (3)(4)(5). The education of the processes that can be defined as the education of tomorrow have now been laid. ...
Introduction: Following the Covid-19 pandemic, the face-to-face meetings are delayed to a future date , which is still not clear. However, seminars, meetings, and conferences are necessary for updating our knowledge and skills. The web-based seminars (webinars) are the solutions to this issue. This study aimed to show the participant behavior when webinars present at the Covid-19 pandemic era. Methods: Between December 2017 – July 2020, 58 webinars were broadcasted via the Uropedia, electronic library of SUST. Data of all webinars were collected with the YouTube analytics and application of the Uropedia. Data of streaming webinars included participant behaviors such as content views, engagement time, total unique attendees, average engagement time, and the number of audience to leads. Data were split into two groups; group-1 is webinars before Covid-19 (before March 2020), group-2 is the webinars during Covid-19. Results: Total broadcast time and total page view number were found to be 112.6 hours (6761 min.) and 15919, respectively. The median participant age was 40.1 years. Median content view and median engagement time were found to be 261.0 min., and 12.2 min., respectively. Comparison of two groups revealed a significant increment in the content views (group 1;134.0 range=86.0-87.0 and group 2; 414.0 range=296.0-602.0, p<0.001) and the number of the unique attendees (group 1; 18.0 range=10.0-26.0 and group 2; 57.0 range=27.0-100.0, p<0.001) following Covid-19. However, the median engagement time of the audience did not seem to change with the Covid-19 pandemic (group 1; 11.5 range=10.0-13.3 min. and group 2; 13.2 range=9.4-18.1 min., p=0.12). Conclusion: The webinars are effective ways to share information and have many advantages, including low cost, reaching the high number of audiences. Audience number and page visits seemed to increase following the Covid-19 pandemic. However, The engagement time did not seem to affect a critical attitude of the audience
... "Leadership" skills were only targeted in one study (2,94%), involving radiation oncologists. The findings pointed out that some articles focused on more than one CanMEDS role [12]. However, we did not come across any research involving the "Health Advocate" or "Scholar" profile among the reviewed studies. ...
As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the Can-MEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.
... The pathways in which various factors can increase C&A 0 vulnerabilities to possible detrimental mental health repercussions of pandemics for C&A should be shared with healthcare providers to raise awareness of these factors and possible interactions. This can be achieved through diverse knowledge mobilization strategies such as media campaigns and webinars, the latter representing a knowledge transmission and dissemination strategy that can be used in pandemic contexts and has been demonstrated to be effective, acceptable, accessible, and sustainable (Yost et al., 2016;Chiswell et al., 2018;Yost et al., 2016). In a pandemic context, C&A could be screened within primary and specialized C&A services for the specific vulnerability factors applicable to patients they care for (e.g., based on age groups) as per their clinical judgment, in addition to performing a complete mental health assessment. ...
Children and adolescents are a population at particular risk of experiencing adverse mental health repercussions related to pandemics. To understand vulnerability factors and repercussions of pandemics and related sanitary measures on children and adolescents’ mental health, we performed a scoping review to examine and synthesize literature. In total, 66 articles were included. Results present: (1) factors that increase vulnerability to adverse mental health repercussions (e.g., having a pre-existing mental health condition, social isolation, low socio-economic status, parental distress, and overexposure to media content) and (2) specific mental health repercussions (e.g., anxiety, fear, depression, and externalizing behaviors). Addressing concerns underlined in this review could contribute to preventing further negative mental health repercussions of pandemics for children and adolescents and better prepare governments and professionals to address these highly challenging situations. Recommendations for practice include enhancing healthcare professionals’ awareness about possible detrimental repercussions pandemics and sanitary measures have on children and adolescents’ mental health, assessing changes for those with pre-existing mental health conditions, allocating funding for telehealth research, and providing greater support to healthcare providers.
... With this significant evolution in the learning environment, webinar training has already been accepted in the Western nations as a feasible and practical approach. [4] or nonteaching hospitals, and practicing in tier 1 or tier 2 cities. [5] We conducted an online survey to know the interest and opinion of senior and junior urologists regarding webinars, which would enable standardization and smooth functioning and help in acceptance of webinars as a learning process. A research-based questionnaire survey is a new and appealing way of gathering data, along with being quick and cost-effective. ...
Introduction:
An opportunity for e-learning has been created by the ongoing pandemic and lockdown, along with the availability of efficient technology. Webinars have filled in the lacunae of the learning process. We conducted an online survey to evaluate the interest and opinion regarding webinars, which enables for standardization of future webinars and reap the maximum benefits.
Methods:
An online survey was conducted among practicing urologists and urology residents. The survey was formulated and edited by a group of urologists and uro-oncologists who had experience conducting several regional and international conferences and webinars. The survey comprised 39 questions divided into six parts.
Results:
A total of 328 urologists throughout the country participated in the survey, and 303 complete responses were obtained for the analysis. 67.3% subjects felt that live webinars are the preferred method of knowledge exchange during the coronavirus disease pandemic, and 58.1% felt that this concept of webinars had to be extended even after the pandemic was over. Few shortcomings in the webinars included lack of networking (41.3%), lack of personal connection (73.3%), and lack of practical skills (35%). About 85.5% felt that the duration should be <90 min, and 83.2% thought that speakers should be restricted to <5. They were comfortable attending the webinars on weekends (48.8%) or weekdays but after hospital hours (43.9%). Most of them felt (92.4%) that webinars should be focused, covering a single theme and including international and national speakers (84.2%).
Conclusions:
Webinars can be streamlined for the better and continued after the pandemic. A few issues in this novel learning process have to be adequately addressed to strengthen this modality of academic urology.
... There is strong evidence in the healthcare education literature to suggest that webinar attendees report high levels of enjoyment and learning (Chiswell et al., 2018;McMahon et al., 2021;Rana et al., 2021;Sarna, Bialous, Wells, & Brook, 2018;Tomlinson et al., 2013;Vaccani et al., 2016;Yo, Witjaksono, Fitriani, Werdhani, & Parikesit, 2021). For example, a recent cross-sectional survey of an international audience (N = 1,374) assessed the impact of a webinar on medical students' self-reported learning. ...
Objective: High quality and accessible education is crucial in order to secure the future of neuropsychology. Recent and ongoing advancements include the creation of a taxonomy of education and training, progress in delineating relevant competencies, and an update to the Houston Conference Guidelines. Meanwhile, there is also potential for growth in digital methods of delivering education such as podcasts, webinars, and social media platforms. The current paper aims to review the evidence for these three methods and to provide recommendations for implementing them across the continuum of training in neuropsychology, from graduate school through postdoctoral fellowship and continuing education.
Method: We reviewed the literature on podcasts, webinars, and social media platforms as educational tools that may be applied to improve learning of brain-behavior concepts and clinical skills. Specifically, we a) introduce and describe each method, b) discuss benefits and drawbacks, c) review the literature on satisfaction and learning outcomes, and d) provide suggestions for implementation in neuropsychology training programs.
Results: Podcasts and webinars have strong evidence for satisfaction and moderate support for improving learning outcomes, with the learning outcome literature suggesting equivalency between podcasts/webinars and traditional methods of education. Social media platforms are associated with high satisfaction, but learning outcome data are scarce.
Conclusions: Evidence for podcasts and webinars is sufficient to support implementation into neuropsychology education, while social media platforms should be used more cautiously. We provide recommendations of select instances in which trainees and educators can use these methods to improve education in neuropsychology.
... The strongest points to these sessions were the swiftness of its development, adaptability to reflect the most current situation and efficiency of implementation which were all facilitated through the FMSQ's strong partnerships between various stakeholders in the healthcare profession. Our response rate of 78.4% for post-webinar evaluations was excellent especially when compared to other webinar-based educational studies with average response rates of ranging from 30 to 50% (15,16). Contributors to the success of our webinars include weekly newsletters announcing the sessions, strong engagement from leaders from our affiliated medical associations, participation of established experts, reliable technology, reduction of clinical activities by participants, and cancellation of most in-person congresses. ...
Objectives: COVID-19 has forced a transformation in continuing professional development (CPD), shifting to virtual platforms. We report the results of a rapidly-implemented COVID-19 online interdisciplinary CPD webinar series. We aimed to determine if this virtual approach for large-scale CPD was relevant, appreciated, and effective for specialist physicians in Quebec.
Methods and Analysis: This was a retrospective descriptive online survey-based study. The weekly virtual educational webinars took place between March 3, 2020 to June 15, 2020, resulting in a total of 26 webinars over 16 weeks. The study included all individuals who attended any of the webinar sessions, namely specialist physicians and department chiefs. Number of participants and overall appreciation of webinar sessions were data points collected.
Results: Across all webinars, there were 8,500 unique specialist physicians which comprises 80.7% of the entire specialist practicing population in Quebec. Of note, every medical and surgical specialty was represented by attendance in at least one session. In total, 27,504 evaluation forms were completed out of all the sessions, meaning a 78.4% response rate. In post-webinar surveys, 97.6% of respondents agreed or strongly agreed that the webinars were pertinent to their practice and 94.6% agreed or strongly agreed that the presentation met their continuing professional needs.
Conclusions: This novel interdisciplinary COVID-19 webinar series is a successful and appreciated strategy to maintain CPD amidst a global pandemic. One year later, it has become a mainstay in our toolbox and we trust this unique model of large-scale interdisciplinary CPD via webinar sessions is useful in normal times as well as in times of crisis.
... This technology seems to be a good way to bypass the stringent ways of webcasts and one-on-one teaching 12 . Some studies have shown that webinars provide a new opportunity to consolidate consistency in delivery of information, demonstrating that they are easily accessible, effective and support health care professionals in training 13 . Nonetheless, patient engagement is still necessary in ultrasound training and most of existing online technologies are limited by the degree of interactivity and only rarely allow assessment of trainees' knowledge and skill. ...
... Two key features of webinars are their interactive elements and the ability for presenters to give, receive and discuss information in real time and be accessed from anywhere (McKinney, 2017;Ebner and Gegenfurtner, 2019;Tseng et al, 2019). Studies have reported webinars to be acceptable and accessible to healthcare professionals, effective in improving knowledge, and supportive in enabling an organisation to reach new audiences (McKinney, 2017;Chiswell et al, 2018;Gegenfurtner and Ebner, 2019). ...
Background/aims
In an attempt to reduce the impact of COVID-19 and support remote working, many allied healthcare professionals were equipped with video consultation technology. To support this new way of working, profession-specific webinars were delivered and attended by over 50% of the total allied healthcare professional workforce in Scotland. This study aimed to evaluate the impact of these webinars on the knowledge and confidence of allied health professionals in delivering services via video conferencing.
Methods
Attendees knowledge and current video conferencing use were ascertained immediately before and after webinars. Surveys were also completed at 4 and 8 weeks after the webinar to establish any impact on clinical practice.
Results
Levels of understanding, knowledge and confidence increased considerably (P<0.001). Follow up at 8 weeks post webinar identified that 75.5% of attendees were using video conferencing, with allied healthcare professional video conferencing activity representing 17% of all national activity by June 2020.
Conclusions
Upskilling a diverse and dispersed workforce at pace and scale to enable safe remote working has been critical throughout the pandemic. Webinars have proven to be popular with staff to increase their knowledge of and ability to confidently use video conferencing to provide allied healthcare professional services across Scotland.
... Recognizing that technology provides an opportunity to engage with a variety of audiences to provide cancer education, information, and support, Cancer Council Victoria (CCV) designed and evaluated a suite of webinars for people affected by cancer and for health professionals (Chiswell et al. 2018). Four hundred thirty-eight people participated in the webinars (41.5% of 1056 registrations), and 207 post-event surveys were completed by participants (47.3%). ...
Webinars have been used in medical education since 2006 and are now part of the educational offerings of many organizations, including universities, societies, and industry for healthcare trainees and professionals. They are frequently used for continuing medical education (CME) and continuing professional development (CPD) for internal medicine physicians, pharmacists, nurses, and surgeons. There is very limited evidence for the positive impact of these educational events on patient care, however, there is literature that suggests they have educational value for various audiences. Based on our own extensive experience, evaluation data, and key findings over the past decade and a review of the literature, this guide proposes best practices for planning, developing, delivering and evaluating webinars as a part of your curriculum. We propose six phases with steps and questions to help achieve the key purposes of each phase.
... (2) Los webinars (WN) son seminarios educativos multiplataforma transmitidos vía web. Su bajo costo de producción y el fácil acceso hacen que sean una herramienta ideal para eliminar barreras a la accesibilidad en la EM. (3) Aunque la literatura sugiere que la EM online es al menos, igual de efectiva que la tradicional (4), este cambio de paradigma ha encontrado detractores y múltiples obstáculos, como: ausencia de estrategias institucionales para realizar eventos online, falta de conocimiento técnico e infraestructura, aversión (tanto de profesores como de alumnos), diferencias generacionales en la percepción de su utilidad. (2) La pandemia de la enfermedad por coronavirus (COVID-19) ha tenido un efecto dramático en el mundo. ...
... In addition to its effectiveness, patients favor group learning because it enables them to immediately receive answers to questions, discuss experiences and questions with peers, and experience a feeling of community [44]. To incorporate group learning during times of social distancing and limited in-person visits, a webinar may be a good option because this delivery mode offers the possibility of synchronous web-based interactive conversation between patients, living donors, and health care providers [45]. Additionally, contact with peers can increase patients' self-management, and group education settings can help patients to overcome feelings of isolation [46]. ...
Background:
The COVID-19 pandemic has markedly affected renal transplant care. At times of social distancing, limited in-person visits, and confronting uncertainties, patients and donors rely more than ever on telemedicine and online information. Several factors could influence patients' understanding of online information, such as delivery modes (instruction, interaction, and assessment) and social-epistemological dimensions (choices in interactive knowledge building).
Objective:
This study systemically evaluated the content, delivery modes, and social-epistemological dimensions of online information on COVID-19 and renal transplantation at time of the pandemic.
Methods:
Multiple keyword combinations were used to retrieve websites on COVID-19 and renal transplantation using search engines 'www.google.com' and 'www.google.nl'. From 14 different websites, 30 webpages were examined on source, topics, delivery modes, and social-epistemological dimensions.
Results:
The variety of topics and delivery modes was limited. A total of 13 different delivery modes were encountered, of which 8 (62%) were instructional, 5 (38%) were interactional, and none used assessment modes. None of the websites offered all available delivery modes. The majority of delivery modes (8; 62%) was focused on individual and passive learning, whereas group learning and active constructing knowledge was scantly encountered.
Conclusions:
By taking interactive knowledge transferring into account, the educational quality of eHealth for transplant care could increase, especially in times of crisis when rapid knowledge transfer is needed.
... These real-time meetings can highlight new trends and directions for research by experts and foster the development of cross-border collaborations. They are an effective way for delivering medical information to health professionals (Chiswell et al., 2018). A study (Buxton, Burns, & De Muth, 2012) that investigated whether the webinars provide timely and practical information found that the time of the synchronous programmes (evenings) limited the participation. ...
Background
Keeping up to date with the latest medical information using Web‐based resources has been sparsely described, and a comprehensive up‐to‐date review is needed.
Objectives
To summarise the Web‐based ‘channels’ that may assist the actors of the health care system (clinicians, medical researchers and students) to keep up to date with medical information.
Methods
We searched PubMed and Scopus for English language articles published between January 1990 and February 2019 that investigated ways for keeping up with medical information. We used the results from our search and relevant information from other sources to conduct a narrative synthesis.
Results
We found that resources that push information (e.g. web alerts, medical newsletters, listservs), resources that rely on the active information seeking (e.g. access to health librarians and electronic databases, podcasts, mobile apps), collaborative resources (e.g. web conferences, online journal clubs, web social media) and resources that synthesise information (e.g. bibliometrics, living systematic reviews) can contribute in keeping up with new findings and can enhance evidence‐based medicine. Clinicians, medical researchers and students can benefit from the proper use of such Internet‐based technological innovations.
Conclusion
Internet provides many resources that can help the actors of the health care system stay up to date with the latest scientific findings.
... Traditional journal clubs have been limited by the geography of participants, and an online medical education journal club can provide a valuable opportunity for continuing education and faculty development for both the participant and presenter [3]. Chiswell et al. [1] have shown webinars to be an effective, acceptable, accessible, and sustainable vehicle for delivering information and support to health professionals and cancer patients to reduce the impact of cancer. Hoke et al. [4] used webinars to provide a viable method of instruction and education for school personnel interested in strategies for improving school's wellness environment and indicated that further investigation is necessary to explore the link between webinar participation and positive changes in school wellness environments. ...
The goal of this study was to examine the utilization and perceived effectiveness of the International Association of Medical Science Educators (IAMSE) Webcast Audio Seminar Series (WAS) by participants at the individual and institutional levels. The Webcast Audio Seminar Series User Survey (WASUS) included multiple quantitative and qualitative measures of user perceptions of their experiences and overall quality. Data was collected using a 42-item survey that examined user identification, utilization, and perceived effectiveness of the IAMSE WAS as a faculty development tool. Quantitative measures were summarized using descriptive statistics, including frequencies, means, and standard deviations. Qualitative data was investigated using an iterative, inductive thematic coding method. Qualitative themes were summarized and applied to quantitative trends as explanatory mechanisms with the intent to provide a more nuanced narrative of the data. The survey was sent to all 2012–2017 WAS participants which provided a cross-sectional snapshot of WAS user perceptions over a substantial period of time. Fifty-two participants responded. Survey participants were asked to rate WAS sessions on twelve different quality components. Quality ratings were explored by user subscription types and user experiences with other web-based conferences. Users rated the WAS program very highly on all components from 2012 to 2017. The high level of perceived quality by users is likely an important reason why WAS participation has continued to grow since its implementation. Since the quality ratings were consistently high over a 5-year period in which the number of users also grew and organizers continue to add new interactive features for users, it is expected that this growth is sustainable.
... This format allows live and interactive presentations by experts that can be accessed online from any location with an internet connection. Webinars accelerate the learning process by increasing communication with experts and by using text chats and voting and drawing tools and sharing comments and contributions (Chiswell et al. 2018). ...
... This format allows live and interactive presentations by experts that can be accessed online from any location with an internet connection. Webinars accelerate the learning process by increasing communication with experts and by using text chats and voting and drawing tools and sharing comments and contributions (Chiswell et al. 2018). ...
The introduction of ultrasound into medical student education is well underway in many locations around the world, but is still in its infancy or has yet to begin in others. Proper incorporation of ultrasound education into medical training requires planning and resources, both capital and human. In this article, we discuss the state of the art of ultrasound in medical education throughout the world, as well as various methodologies utilized to improve student education and to incorporate ultrasound into every facet of training. Experiences from various educational systems and available evidence regarding the impact of ultrasound education are summarized. Representing multiple societies and specialties throughout the world, we discuss established modern as well as novel education structures and different successful approaches.
... Even though webinar delivery took less time, it is important to note that both delivery modes took a substantial commitment in terms of recruitment and scheduling of clinics. Delivering email coaching (i.e., 3-and 6-month follow-up Report Cards) also took a lot of time, and might be made more efficient through the use of automated email systems [25]. Trial vaccination coverage analyses are pending; webinar would need to be as effective as in-person coaching for the cost-savings to have practical value to programs. ...
State health departments commonly use quality improvement coaching as an implementation strategy for improving low human papillomavirus (HPV) vaccination coverage, but such coaching can be resource intensive. To explore opportunities for improving efficiency, we compared in-person and webinar delivery of coaching sessions on implementation outcomes, including reach, acceptability, and delivery cost. In 2015, we randomly assigned 148 high-volume primary care clinics in Illinois, Michigan, and Washington State to receive either in-person or webinar coaching. Coaching sessions lasted about 1 hr and used our Immunization Report Card to facilitate assessment and feedback. Clinics served over 213,000 patients ages 11–17. We used provider surveys and delivery cost assessment to collect implementation data. This report is focused exclusively on the implementation aspects of the intervention. More providers attended in-person than webinar coaching sessions (mean 9 vs. 5 providers per clinic, respectively, p = .004). More providers shared the Immunization Report Card at clinic staff meetings in the in-person than webinar arm (49% vs. 20%; p = .029). In both arms, providers’ belief that their clinics’ HPV vaccination coverage was too low increased, as did their self-efficacy to help their clinics improve (p < .05). Providers rated coaching sessions in the two arms equally highly on acceptability. Delivery cost per clinic was $733 for in-person coaching versus $461 for webinar coaching. In-person and webinar coaching were well received and yielded improvements in provider beliefs and self-efficacy regarding HPV vaccine quality improvement. In summary, in-person coaching cost more than webinar coaching per clinic reached, but reached more providers. Further implementation research is needed to understand how and for whom webinar coaching may be appropriate.
Distance education refers to the teaching-learning process with the use of print and electronic media according to planned learning from different places and times under professional instructors. As new technology advancements, educators rethink the idea of schooling and the definition of distance education gradually covers vast areas of learning through online modes. Simultaneously, with the advancement of each new communication technology, interest in the limitless potential of distance learning grows. The development of instructional design and rapid development of computer technologies help to gain people's interest in distance learning and become the spotlight of the teaching-learning process. Many countries are working for the fastest development in distance education to meet the global trends of distance education. This review contains the historical aspects of the development of distance education. Also, this work provides methods for the development of distance learning.
Despite patients having increased access to their own electronic health record (EHR) in recent times, patients are often still not considered a primary audience of pathology reports. An alternative to in-person patient education is the use of multimedia programming to enhance health literacy. Curated video presentations designed to explain diagnosis-specific pathology terms were reviewed by a board-certified pathologist and oncologist team and then shown to patients with a primary diagnosis of either pancreatic, colorectal, or prostate cancer in-clinic; these patients then completed a secure electronic survey immediately afterwards. Seventy patients were surveyed, with 91% agreeing or strongly agreeing that the video they watched increased their understanding of the medical terms used in their pathology reports, with a corresponding average Likert score (ALS) of 4.21 (SD = 0.77, CI = ± 0.18). Furthermore, 95% agreed or strongly agreed that the video they watched both enhanced their understanding of the role of the pathologist in diagnosing cancer (ALS = 4.27; SD = 0.65, CI = ± 0.15) and reported they found the video useful (ALS = 4.27; SD = 0.53, CI = ± 0.13). Curated videos such as those utilized in this study have the potential to increase patient health literacy and inform patients of the multidisciplinary nature of cancer diagnosis.
Best health practice and policy are derived from research, yet the adoption of research findings into health practice and policy continues to lag. Efforts to close this knowledge-to-action gap can be addressed through knowledge translation, which is composed of knowledge synthesis, dissemination, exchange, and application. Although all components warrant investigation, improvements in knowledge dissemination are particularly needed. Specifically, as society continues to evolve and technology becomes increasingly present in everyday life, knowing how to share research findings (with the appropriate audience, using tailored messaging, and through the right digital medium) is an important component towards improved health knowledge translation. As such, this article presents a review of digital presentation formats and communication channels that can be leveraged by health researchers, as well as practitioners and policy makers, for knowledge dissemination of health research. In addition, this article highlights a series of additional factors worth consideration, as well as areas for future direction.
Background:
The COVID-19 pandemic and concomitant governmental responses created the need for innovative, collaborative approaches to deliver services, especially for populations that have been inequitably affected. In Alberta, two novel approaches were created in Spring 2020 to remotely support patients with complex neurological conditions and rehabilitation needs. The first approach is a telehealth service that provides wayfinding and self-management advice to Albertans with physical concerns related to existing neurological or musculoskeletal conditions or post-COVID-19 recovery needs. The second approach is a webinar series aimed at supporting self-management and social connectedness of individuals living with spinal cord injury.
Objective:
To evaluate the short- and long- term impacts and sustainability of two virtual modalities aimed at advancing self-management, connectedness and rehabilitation needs during the COVID-19 pandemic and beyond.
Methods:
We will use a mixed-methods evaluation approach. Evaluation of both approaches will include one-on-one semi-structured interviews and surveys. The evaluation of the telehealth initiative will include secondary data analyses as well as analysis of call data using artificial intelligence. The evaluation of the webinar series will include analysis of poll questions collected during the webinars as well as YouTube analytics data.
Results:
The proposed study describes unique pandemic virtual modalities and our approaches to evaluating them to ensure effectiveness and sustainability. Implementing and evaluating these virtual modalities synchronously allows for the building of knowledge on the complementarity of these methods. At the time of submission, we have completed qualitative and quantitative data collection for the telehealth evaluation. For the webinar series, so far we have distributed the evaluation survey following three webinars and have conducted five attendee interviews.
Conclusions:
In conclusion, understanding the impact and sustainability of the proposed telehealth modalities is important. The results of the evaluation will provide data that can be actioned and serve to improve other telehealth modalities in the future since health systems need this information to make decisions on resource allocation, especially in an uncertain pandemic climate. Evaluating the RAL and AB-SCILS to ensure their effectiveness demonstrates that Alberta Health Services and the health system cares about ensuring best practice even after a shift to primarily virtual care.
Clinicaltrial:
Conventional medicine with direct patient-medic suffers stagnation and may become redundant without any innovative oxygen of ideas. Current healthcare practices will ultimately need newer gateways for evolution, more cost-effective medical businesses and evidence-based healthcare at doorsteps. Though promising, the practice may face additional kick starts for changing patient-physician approach, infrastructural development, ethical and regulatory guidelines to help pave the way forward. In the opinion of author the successful deployment of "Tele-Health" will economize finances, patient referrals, physician/paramedical move to casualty site, improve clinical decisions, quality healthcare provision at country"s periphery, and can dawn upon new learning avenues by distant learning programs.
Tele-education is the use of communications technologies to distribute knowledge from one health care provider to another when distance separates providers. At the University of Arkansas for Medical Sciences, tele-education has been used for more than two decades to educate and support rural obstetrician/gynecologists throughout the state. Tele-education at University of Arkansas for Medical Sciences incorporates numerous interactive videoconferences and other digital portals and platforms. Continued provider education through tele-education increases access to quality care and evidenced-based practices for rural populations and is an effective strategy in the battle against health care disparities.
Resumen
Los entornos virtuales tridimensionales permiten realizar actividades online lúdicas, sociales, culturales y también educativas, con una gran sensación de realidad. Second Life® es uno de los entornos virtuales más conocidos, en el que se han desarrollado numerosas actividades de formación para profesionales de la salud, pero ninguna de ellas sobre radiología. El objetivo de este artículo es presentar los recursos técnicos y las posibilidades educativas que ofrece Second Life® para la formación en radiología a partir de la experiencia adquirida desde 2011 con diversas actividades formativas en radiología de pregrado y posgrado. Second Life® es útil para realizar actividades de formación online en radiología con acceso remoto, en un escenario atractivo, especialmente para las actuales generaciones de estudiantes y residentes. Más de 800 participantes han encontrado las experiencias realizadas interesantes y útiles para su formación en radiología en cuestionarios de satisfacción individuales.
The purpose of this article is to provide reflections about the important and exciting opportunities for cancer education career advancement and professional development. Advancement in professional, personal, and career growth for clinicians and health professionals is critical to improve quality cancer care and updated health communication with patients and families. Valuable insights from my recent 2-year term as treasurer, Board of Directors, Cancer Patient Education Network, are shared inspiring others to build their rewarding professional development. The professional leadership opportunity gave me a new energy level to be invested in rapidly changing cancer education with so many diverse cancer education professionals. Professional cancer education associations are dedicated to advancing patient-centered care through professional networks. They create welcoming environments with significant networking and mentoring opportunities. Cancer education touches many lives, and the cancer education associations strongly support new advances. I encourage early or mid-career cancer education professionals to discover how their increased interest may spark leadership and inspire participation in our cancer education professional associations.
Background It is established that there are gaps between existing advance care planning (ACP) policies and laws and cancer patient and clinician knowledge. Innovative ways to connect with cancer patients and clinicians need to be trialled.
Aim The aim of this project was to trial webinars to deliver ACP information, and evaluate the success.
Methods Two webinars were run over March and July 2015. They varied in content and audiences, with a webinar for cancer patients focusing on completing ACP and appointment of substitute decision-makers, and a webinar for clinicians on ACP laws, including recent changes to legislation. Webinars ran for 1.5 h. Participants were able to log on from their own computers, either at home or work.
Results Results will be reported as to the degree of participant satisfaction with the use of webinars as a method of dissemination of ACP information, with a particular focus on content and delivery. Any differences in feedback between cancer patients and clinicians will also be reported.
Discussion This work highlights the role of webinars and online communication as a tool of engaging specific groups. Important lessons learned and areas for improvement will be presented. Future webinars are also planned to run in 2016. Resources required for running webinars will be discussed.
Conclusion Webinars represent a unique communication method to cancer patients and clinicians, allowing dissemination of changes to policy to a variety of stakeholders.
To quantify gynecological cancer survivors' referral to, awareness of, utilization of and satisfaction with community support services, as well as the factors associated with service use.
In 2004, 802 gynecological cancer survivors, 3 months-5 years post-diagnosis, completed a postal questionnaire (56% response rate). Descriptive statistics summarized outcome prevalences. Logistic regression models identified correlates of service utilization.
Substantial proportions of women were aware of the main cancer support organization, Cancer Council Queensland (72%), and of information booklets (74%), helplines (66%), support groups (56%) and internet information (50%). Less than half were aware of other services. The most commonly used resources and services were information booklets (37%), the internet (23%), and helplines (20%). More broadly, 43% utilized information/internet support, 30% utilized psychosocial services and 27% utilized functional/practical services. Approximately one-fifth (19%) used more than one support types. Having a health-care provider referral, being diagnosed with lymphedema or living in northern Queensland were associated with higher odds of service use in all three of the support types. While most (86%) of those referred used a service, only a few women received referrals. Among users, satisfaction with services was high.
While gynecological cancer survivors accessed a variety of support, there is a need to ensure women are aware of services. Given the low prevalence of referrals and that referral was a key influence on service use, clinician education may be necessary to improve service referral. Organizations should also consider strategies to keep services high on clinicians' radars.
This study assessed patient awareness and use--as well as obstacles to use--of HMO- and community-based psychosocial support services designed for cancer patients. Participants were a randomly selected group of patients from a large Northwest HMO, with breast (N=145), prostate (N=151), or colon cancer (N=72), and their oncology and urology providers (N=29). Patient awareness was highest for HMO-based services (68-90%) and lower for community- (33%) or Internet-based (10-14%) services, and use rates were low across all services (range 2-8%). Providers reported referring 70% of their patients to HMO cancer support services, but their estimates of actual patient use of these services (40%) were inflated. Providers reported few barriers to referring patients to support services. The most commonly reported patient barriers to using such services were already having adequate support, lack of awareness of the service, and lack of provider referral. Results of regression analyses suggest that education, physician referral, social support, and spirituality may be important influences on use of cancer support services. This study takes a first step toward understanding patient use of existing cancer support services and suggests ways to increase participation in these services.
How do you solve a problem like Angelina? World Cancer Congress
- C Arbuckle
- K Badcock
- S Ryan
- J Hills
- A Boltong
Arbuckle C, Badcock K, Ryan S, Hills J, Boltong A (2014)
How do you solve a problem like Angelina? World Cancer
Congress, 3-6 December, Melbourne, Australia (oral abstract
presentation)
Terms of reference: COSA Teleoncology Guidelines Working Group
Clinical Oncology Society of Australia. 2014. Terms of reference:
COSA Teleoncology Guidelines Working Group. https://www.cosa.
org.au/media/216461/COSA-Teleoncology-Guidelines-Working-Group-TOR_271114.pdf. Accessed 24 June 2016