Faculty development in distance education for Continuing Medical Education : a baseline study /
A study was recently conducted that measured the perceptions
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1994.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=741945661&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | A study was recently conducted that measured the perceptions of physicians who received Continuing Medical Education (CME) via a VSAT (Very Small Aperture Terminal) delivery network utilizing two-way interactive compressed video distance education technologies. Classes originated from a 550 bed urban hospital which is the clinical teaching site of an accredited university medical school. The receiving site was a 54 bed rural hospital/clinic. Both are located in Central Texas. The study asked what relationship exists among: (a) faculty development programs for distance educators, (b) motivational response of students to the instruction, and (c) student perception of the delivery of instruction. Objectives of this research were to test the claim of no significant difference in the student evaluations of instructional motivation and delivery effectiveness between instructors who participated in distance education faculty development programs and those who did not. Instructors were randomized to training or no training. Data were collected using a 34-item modified version of Keller's Attention, Relevance. Confidence, Satisfaction (ARCS) Model (1983). For areas of both instructional motivation and delivery effectiveness, statistically significant differences were found between treatment groups for the strategies associated with Attention, Relevance, and Satisfaction, thereby rejecting the null hypothesis. Statistically significant differences were not found for the strategies associated with Confidence. Statistically, the findings imply that physician/instructors who received faculty development presented instruction that was more motivating and was delivered in a more effective manner than those who did not. However, clinically, the differences in means and standard deviations were so close as to negate the statistical findings - inferring that the time, effort, and resources spent for faculty development in distance education for continuing medical education made little difference. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xii, 114 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |