Impact of Web-Based Case Conferencing on Cancer Genetics Training Outcomes for Community-Based Clinicians
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- 作者：Kathleen R. Blazer (1)
Christina Christie (2)
Gwen Uman (3)
Jeffrey N. Weitzel (1) - 关键词：Cancer genetics ; Continuing medical education ; Distance learning
- 刊名：Journal of Cancer Education
- 出版年：2012
- 出版时间：June 2012
- 年：2012
- 卷：27
- 期：2
- 页码：217-225
- 全文大小：306KB
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Christina Christie (2)
Gwen Uman (3)
Jeffrey N. Weitzel (1)
1. Division of Clinical Cancer Genetics, City of Hope, 1500 East Duarte Road, Duarte, CA, 91010, USA
2. Graduate School of Education and Information Studies, University of California Los Angeles, Moore Hall, 405 Hilgard Avenue, Los Angeles, CA, 90095, USA
3. Vital Research, 6380 Wilshire Blvd, Suite 1609, Los Angeles, CA, 90048, USA - ISSN：1543-0154
文摘
Introduction Technology and market forces are driving the demand for cancer risk assessment services in the community setting, where few clinicians are trained to order and interpret predictive genetic tests. City of Hope conducts a three-phase course in genetic cancer risk assessment (GCRA) for community-based clinicians, comprised of distance didactics, face-to-face workshops, and 12?months of professional development. As designed, the course cannot meet increasing demands for GCRA training. Action research identified face-to-face workshops as a barrier to increasing course capacity. This study compared the learning effectiveness of Web-based case conferencing to face-to-face training. Methods A quasi-experimental design compared pre- to post-knowledge, skills, and professional self-efficacy outcomes from 2009 to 2010 course cohorts (n--6). The intervention group (n--2) engaged in Web-based case conferences during distance learning; the comparison group (n--4) participated in the course as originally designed. Results Both groups and all practice disciplines demonstrated significant pre- to post-increases on all measures. Knowledge increases were higher for the intervention group (p-lt;-.015); skills and self-efficacy increases were comparable between groups (p-lt;-.33 and p-lt;-.30, respectively). Discussion Findings support the learning utility of Web-based case conferencing. Further studies may inform the development of tools to assess the impact of Web-based case conferencing on practice change and patient outcomes, in alignment with the highest standards of continuing professional development.