Background: Internet education is increasingly provided to health professionals, but little is kn... more Background: Internet education is increasingly provided to health professionals, but little is known about the most effective strategies for delivering the content. The purpose of this study is to compare four strategies for delivering an Internet-based (e-) curriculum on clinicians' knowledge (K), confidence (CONF), and communication (COMM) about herbs and other dietary supplements (HDS). Methods: This national randomized 2 × 2 factorial trial included physicians, pharmacists, nurses, nutritionists and trainees in these fields. Participants were randomly assigned to one of four curriculum delivery strategies for 40 brief modules about HDS: a) delivering four (4) modules weekly over ten (10) weeks by email (drip-push); b) modules accessible on web site with 4 reminders weekly for 10 weeks (drip-pull); c) 40 modules delivered within 4 days by email (boluspush); and d) 40 modules available on the Internet with one email informing participants of availability (bolus-pull). Results: Of the 1,267 enrollees, 25% were male; the average age was 40 years. The completion rate was 62%, without significant differences between delivery groups. There were statistically significant improvements in K, CONF and COMM scores after the course (P<0.001 for all), although the difference in COMM was small. There were no significant differences in any of the three outcomes by delivery strategy, but outcomes were better for those who paid for continuing education credit. Conclusion: All delivery strategies tested similarly improved K, CONF, COMM scores about HDS. Educators can use the strategy that is most convenient without diminishing effectiveness. Additional curricula may be necessary to make substantial changes in clinicians' communication practices.
The use of technology, such as the Web, has become an increasingly popular means for disseminatin... more The use of technology, such as the Web, has become an increasingly popular means for disseminating professional development and continuing education. Often, these methods assume a set of attitudes and skills related to the computer as a pedagogic and communication tool. We argue that it is, however, important to measure the actual attitudes of students participating in such computer-based continuing education programs since such information about attitudes toward technology (technographics) can help to understand the potential success of educational technology programs. The study explores several technographic characteristics of a health professionals participating in an on-line herbal medicine curriculum. The results indicate significant differences in attitudes toward technology between different groups of healthcare professionals, as well as differences based on gender.
Background: Herbs and other dietary supplements are among the most commonly used complementary me... more Background: Herbs and other dietary supplements are among the most commonly used complementary medical therapies. However, clinicians generally have limited knowledge, confidence and communication about herbs and dietary supplements (HDS). We compared diverse clinicians' expertise about HDS to better target future curricula. Methods: We conducted a cross-sectional survey of physicians, pharmacists, nurses, dietitians and trainees in these professions prior to e-curriculum about HDS in 2004-2005. The survey had 28 questions about knowledge, 19 questions about their confidence and 11 questions about their communication practices about HDS. Results: Of the 1,268 participants, 25% were male; the average age was 40 years. Mean scores were 66% correct for knowledge; 53/95 on the confidence scale and 2.2 out of possible 10 on the communication practices scale. On average, scores were lowest for those who used fewer HDS; and trainees and nurses compared with physicians, pharmacists and dietitians (P<0.01 for all comparisons). Conclusion: Clinicians have moderate levels of knowledge and confidence, but poor communication skills about HDS. Future curricula about HDS should target nurses, students, practitioners and those not currently using HDS. Research is needed to determine the most costeffective educational strategies for diverse health professionals.
Background: Internet education is increasingly provided to health professionals, but little is kn... more Background: Internet education is increasingly provided to health professionals, but little is known about the most effective strategies for delivering the content. The purpose of this study is to compare four strategies for delivering an Internet-based (e-) curriculum on clinicians' knowledge (K), confidence (CONF), and communication (COMM) about herbs and other dietary supplements (HDS). Methods: This national randomized 2 × 2 factorial trial included physicians, pharmacists, nurses, nutritionists and trainees in these fields. Participants were randomly assigned to one of four curriculum delivery strategies for 40 brief modules about HDS: a) delivering four (4) modules weekly over ten (10) weeks by email (drip-push); b) modules accessible on web site with 4 reminders weekly for 10 weeks (drip-pull); c) 40 modules delivered within 4 days by email (boluspush); and d) 40 modules available on the Internet with one email informing participants of availability (bolus-pull). Results: Of the 1,267 enrollees, 25% were male; the average age was 40 years. The completion rate was 62%, without significant differences between delivery groups. There were statistically significant improvements in K, CONF and COMM scores after the course (P<0.001 for all), although the difference in COMM was small. There were no significant differences in any of the three outcomes by delivery strategy, but outcomes were better for those who paid for continuing education credit. Conclusion: All delivery strategies tested similarly improved K, CONF, COMM scores about HDS. Educators can use the strategy that is most convenient without diminishing effectiveness. Additional curricula may be necessary to make substantial changes in clinicians' communication practices.
The use of technology, such as the Web, has become an increasingly popular means for disseminatin... more The use of technology, such as the Web, has become an increasingly popular means for disseminating professional development and continuing education. Often, these methods assume a set of attitudes and skills related to the computer as a pedagogic and communication tool. We argue that it is, however, important to measure the actual attitudes of students participating in such computer-based continuing education programs since such information about attitudes toward technology (technographics) can help to understand the potential success of educational technology programs. The study explores several technographic characteristics of a health professionals participating in an on-line herbal medicine curriculum. The results indicate significant differences in attitudes toward technology between different groups of healthcare professionals, as well as differences based on gender.
Background: Herbs and other dietary supplements are among the most commonly used complementary me... more Background: Herbs and other dietary supplements are among the most commonly used complementary medical therapies. However, clinicians generally have limited knowledge, confidence and communication about herbs and dietary supplements (HDS). We compared diverse clinicians' expertise about HDS to better target future curricula. Methods: We conducted a cross-sectional survey of physicians, pharmacists, nurses, dietitians and trainees in these professions prior to e-curriculum about HDS in 2004-2005. The survey had 28 questions about knowledge, 19 questions about their confidence and 11 questions about their communication practices about HDS. Results: Of the 1,268 participants, 25% were male; the average age was 40 years. Mean scores were 66% correct for knowledge; 53/95 on the confidence scale and 2.2 out of possible 10 on the communication practices scale. On average, scores were lowest for those who used fewer HDS; and trainees and nurses compared with physicians, pharmacists and dietitians (P<0.01 for all comparisons). Conclusion: Clinicians have moderate levels of knowledge and confidence, but poor communication skills about HDS. Future curricula about HDS should target nurses, students, practitioners and those not currently using HDS. Research is needed to determine the most costeffective educational strategies for diverse health professionals.
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