Curriculum resource use and relationships with educational outcomes in an online curriculum

Abstract

PURPOSE: Web-based continuing education (CE) offerings have increased dramatically, yet educators know little about factors influencing resource use within online curricula or relationships between resource use and educational outcomes. METHOD: The authors conducted a study of online curriculum delivery to health care professionals in 2004 and 2005. The authors assessed knowledge and confidence regarding content (herbs and dietary supplements) at baseline and completion. They assessed hours spent and use of three resources (modules read, links accessed, and listserv participation) and how these effected change of knowledge and confidence. RESULTS: Median time spent on the curriculum was 7 to 10 hours. Three quarters of participants read 36 to 40 modules; half accessed <30 of 335 Internet links. Listserv participation varied; 149 participants (19%) read ≤5 postings, and 168 (22%) read 41 postings. Those receiving modules incrementally across several weeks reported more hours spent, more modules read, and more links accessed, but less listserv participation than those receiving all modules at once (all P ≤ .008). Those paying for CE credit invested more by all four measures (all P < .001). In multivariable analysis, modules read and hours spent had modest impacts on changes in knowledge and confidence, respectively, but less than paying for CE credit. CONCLUSIONS: Greater resource use (i.e., time spent, modules read) modestly improved knowledge and confidence outcomes in this online curriculum. Paying for CE credit was associated with improved outcomes that were not mediated by spending more time on the curriculum. Incremental curriculum delivery increased resource use and merits further study.