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PubMed · 11183971

Emerging distance degree programs.

D Birnbaum·T Greenhalgh
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Abstract

The variation in program focus and style is examined in this column, which also identifies resources for evaluation. The integration of Web-based or other distance modality materials to conventional courses, and the expansion of traditional universities to include a virtual campus, should proceed with caution and systematic evaluation. It is an evolution that offers both rewards and pitfalls, but requires more rigorous examination. This article provides information about pedagogical issues and additional distance-education master's degree programs. Some are new, while others are established.

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Education, DistanceEducation, Medical, GraduateInternetPublic HealthQuality ControlSchools, Public HealthUnited KingdomUnited StatesUser-Computer InterfaceJournal Article

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D Birnbaum, T Greenhalgh. 2000. Emerging distance degree programs.. https://pubmed.ncbi.nlm.nih.gov/11183971/

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PubMed2001

Current state of distance continuing medical education in North America.

BACKGROUND: Every continuing medical education (CME) provider is confronted one day or another with deciding whether to develop distance education programs that may enhance access to CME for health professionals. To make a judicious decision, one needs to understand the features of distance education and the experiences of other providers. METHODS: Since there was a lack of information in the literature regarding the actual state of distance CME in North America, a Web-based survey aimed at CME providers was conducted including a description of the providers, the users, the activities offered, the technologies employed, and the administration of the systems. RESULTS: The results from this study indicate that the majority (68%) of CME providers had not developed distance education programs at the time of the survey; 30% of the providers, mainly from private companies, were offering nondegree distance education programs, and 2% of the university providers were offering degree programs. The technologies mainly used to develop distance education programs were printed material (69%), videoconferencing (58%), and, to a lesser degree, videotape. The revenue sources to develop degree programs were government funding, tuition, and fees. Other sources such as commercial support and sales were used for nondegree programs. IMPLICATIONS: This study revealed that there was considerable interest in distance education, especially from the organizations not offering this type of program. Since distance CME features are now better known, this is a step toward the advancement and development of more and better distance education programs.

Education, Distance↗