Are E-Learning Webinars the Future of Medical Education? An Exploratory Study of a Disruptive Innovation in the Covid-19 Era. McMahon, C., Tretter, J., Faulkner, T., Krishna Kumar, R., Redington, A., & Windram, J. Cardiology in the Young, 31(5):734–743, 2021. doi abstract bibtex Objective: This study investigated the impact of the Webinar on deep human learning of CHD. Materials and methods: This cross-sectional survey design study used an open and closed-ended questionnaire to assess the impact of the Webinar on deep learning of topical areas within the management of the post-operative tetralogy of Fallot patients. This was a quantitative research methodology using descriptive statistical analyses with a sequential explanatory design. Results: One thousand-three-hundred and seventy-four participants from 100 countries on 6 continents joined the Webinar, 557 (40%) of whom completed the questionnaire. Over 70% of participants reported that they agreed or strongly agreed that the Webinar format promoted deep learning for each of the topics compared to other standard learning methods (textbook and journal learning). Two-thirds expressed a preference for attending a Webinar rather than an international conference. Over 80% of participants highlighted significant barriers to attending conferences including cost (79%), distance to travel (49%), time commitment (51%), and family commitments (35%). Strengths of the Webinar included expertise, concise high-quality presentations often discussing contentious issues, and the platform quality. The main weakness was a limited time for questions. Just over 53% expressed a concern for the carbon footprint involved in attending conferences and preferred to attend a Webinar. Conclusion: E-learning Webinars represent a disruptive innovation, which promotes deep learning, greater multidisciplinary participation, and greater attendee satisfaction with fewer barriers to participation. Although Webinars will never fully replace conferences, a hybrid approach may reduce the need for conferencing, reduce carbon footprint. and promote a sustainable academia. © 2021 Cambridge University Press. All rights reserved.
@article{mcmahon_are_2021,
title = {Are {E}-{Learning} {Webinars} the {Future} of {Medical} {Education}? {An} {Exploratory} {Study} of a {Disruptive} {Innovation} in the {Covid}-19 {Era}},
volume = {31},
issn = {1047-9511},
shorttitle = {Are {E}-{Learning} {Webinars} the {Future} of {Medical} {Education}?},
doi = {10/gmr5bt},
abstract = {Objective: This study investigated the impact of the Webinar on deep human learning of CHD. Materials and methods: This cross-sectional survey design study used an open and closed-ended questionnaire to assess the impact of the Webinar on deep learning of topical areas within the management of the post-operative tetralogy of Fallot patients. This was a quantitative research methodology using descriptive statistical analyses with a sequential explanatory design. Results: One thousand-three-hundred and seventy-four participants from 100 countries on 6 continents joined the Webinar, 557 (40\%) of whom completed the questionnaire. Over 70\% of participants reported that they agreed or strongly agreed that the Webinar format promoted deep learning for each of the topics compared to other standard learning methods (textbook and journal learning). Two-thirds expressed a preference for attending a Webinar rather than an international conference. Over 80\% of participants highlighted significant barriers to attending conferences including cost (79\%), distance to travel (49\%), time commitment (51\%), and family commitments (35\%). Strengths of the Webinar included expertise, concise high-quality presentations often discussing contentious issues, and the platform quality. The main weakness was a limited time for questions. Just over 53\% expressed a concern for the carbon footprint involved in attending conferences and preferred to attend a Webinar. Conclusion: E-learning Webinars represent a disruptive innovation, which promotes deep learning, greater multidisciplinary participation, and greater attendee satisfaction with fewer barriers to participation. Although Webinars will never fully replace conferences, a hybrid approach may reduce the need for conferencing, reduce carbon footprint. and promote a sustainable academia. © 2021 Cambridge University Press. All rights reserved.},
language = {English},
number = {5},
journal = {Cardiology in the Young},
author = {McMahon, C.J. and Tretter, J.T. and Faulkner, T. and Krishna Kumar, R. and Redington, A.N. and Windram, J.D.},
year = {2021},
keywords = {Article, COVID-19, Computer-Assisted Instruction, Conference, Cross-Sectional Studies, Education, Medical, Fallot tetralogy, Humans, SARS-CoV-2, Webinar, adult, aged, carbon footprint, cardiac patient, closed ended questionnaire, controlled study, coronavirus disease 2019, cost, cross-sectional study, deep learning, e-learning, education, exploratory research, family attitude, female, health survey, human, interdisciplinary education, male, medical education, medical expert, medical literature, middle aged, open ended questionnaire, patient care, physician attitude, postoperative care, quality control, quantitative study, questionnaire, risk factor, teaching, teleconference, tetralogy of Fallot, time factor, travel, webinar},
pages = {734--743},
}
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This was a quantitative research methodology using descriptive statistical analyses with a sequential explanatory design. Results: One thousand-three-hundred and seventy-four participants from 100 countries on 6 continents joined the Webinar, 557 (40%) of whom completed the questionnaire. Over 70% of participants reported that they agreed or strongly agreed that the Webinar format promoted deep learning for each of the topics compared to other standard learning methods (textbook and journal learning). Two-thirds expressed a preference for attending a Webinar rather than an international conference. Over 80% of participants highlighted significant barriers to attending conferences including cost (79%), distance to travel (49%), time commitment (51%), and family commitments (35%). Strengths of the Webinar included expertise, concise high-quality presentations often discussing contentious issues, and the platform quality. The main weakness was a limited time for questions. Just over 53% expressed a concern for the carbon footprint involved in attending conferences and preferred to attend a Webinar. Conclusion: E-learning Webinars represent a disruptive innovation, which promotes deep learning, greater multidisciplinary participation, and greater attendee satisfaction with fewer barriers to participation. Although Webinars will never fully replace conferences, a hybrid approach may reduce the need for conferencing, reduce carbon footprint. and promote a sustainable academia. © 2021 Cambridge University Press. All rights reserved.","language":"English","number":"5","journal":"Cardiology in the Young","author":[{"propositions":[],"lastnames":["McMahon"],"firstnames":["C.J."],"suffixes":[]},{"propositions":[],"lastnames":["Tretter"],"firstnames":["J.T."],"suffixes":[]},{"propositions":[],"lastnames":["Faulkner"],"firstnames":["T."],"suffixes":[]},{"propositions":[],"lastnames":["Krishna","Kumar"],"firstnames":["R."],"suffixes":[]},{"propositions":[],"lastnames":["Redington"],"firstnames":["A.N."],"suffixes":[]},{"propositions":[],"lastnames":["Windram"],"firstnames":["J.D."],"suffixes":[]}],"year":"2021","keywords":"Article, COVID-19, Computer-Assisted Instruction, Conference, Cross-Sectional Studies, Education, Medical, Fallot tetralogy, Humans, SARS-CoV-2, Webinar, adult, aged, carbon footprint, cardiac patient, closed ended questionnaire, controlled study, coronavirus disease 2019, cost, cross-sectional study, deep learning, e-learning, education, exploratory research, family attitude, female, health survey, human, interdisciplinary education, male, medical education, medical expert, medical literature, middle aged, open ended questionnaire, patient care, physician attitude, postoperative care, quality control, quantitative study, questionnaire, risk factor, teaching, teleconference, tetralogy of Fallot, time factor, travel, webinar","pages":"734–743","bibtex":"@article{mcmahon_are_2021,\n\ttitle = {Are {E}-{Learning} {Webinars} the {Future} of {Medical} {Education}? {An} {Exploratory} {Study} of a {Disruptive} {Innovation} in the {Covid}-19 {Era}},\n\tvolume = {31},\n\tissn = {1047-9511},\n\tshorttitle = {Are {E}-{Learning} {Webinars} the {Future} of {Medical} {Education}?},\n\tdoi = {10/gmr5bt},\n\tabstract = {Objective: This study investigated the impact of the Webinar on deep human learning of CHD. 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Over 80\\% of participants highlighted significant barriers to attending conferences including cost (79\\%), distance to travel (49\\%), time commitment (51\\%), and family commitments (35\\%). Strengths of the Webinar included expertise, concise high-quality presentations often discussing contentious issues, and the platform quality. The main weakness was a limited time for questions. Just over 53\\% expressed a concern for the carbon footprint involved in attending conferences and preferred to attend a Webinar. Conclusion: E-learning Webinars represent a disruptive innovation, which promotes deep learning, greater multidisciplinary participation, and greater attendee satisfaction with fewer barriers to participation. Although Webinars will never fully replace conferences, a hybrid approach may reduce the need for conferencing, reduce carbon footprint. and promote a sustainable academia. © 2021 Cambridge University Press. All rights reserved.},\n\tlanguage = {English},\n\tnumber = {5},\n\tjournal = {Cardiology in the Young},\n\tauthor = {McMahon, C.J. and Tretter, J.T. and Faulkner, T. and Krishna Kumar, R. and Redington, A.N. and Windram, J.D.},\n\tyear = {2021},\n\tkeywords = {Article, COVID-19, Computer-Assisted Instruction, Conference, Cross-Sectional Studies, Education, Medical, Fallot tetralogy, Humans, SARS-CoV-2, Webinar, adult, aged, carbon footprint, cardiac patient, closed ended questionnaire, controlled study, coronavirus disease 2019, cost, cross-sectional study, deep learning, e-learning, education, exploratory research, family attitude, female, health survey, human, interdisciplinary education, male, medical education, medical expert, medical literature, middle aged, open ended questionnaire, patient care, physician attitude, postoperative care, quality control, quantitative study, questionnaire, risk factor, teaching, teleconference, tetralogy of Fallot, time factor, travel, webinar},\n\tpages = {734--743},\n}\n\n","author_short":["McMahon, C.","Tretter, J.","Faulkner, T.","Krishna Kumar, R.","Redington, A.","Windram, J."],"key":"mcmahon_are_2021","id":"mcmahon_are_2021","bibbaseid":"mcmahon-tretter-faulkner-krishnakumar-redington-windram-areelearningwebinarsthefutureofmedicaleducationanexploratorystudyofadisruptiveinnovationinthecovid19era-2021","role":"author","urls":{},"keyword":["Article","COVID-19","Computer-Assisted Instruction","Conference","Cross-Sectional Studies","Education","Medical","Fallot tetralogy","Humans","SARS-CoV-2","Webinar","adult","aged","carbon footprint","cardiac patient","closed ended questionnaire","controlled study","coronavirus disease 2019","cost","cross-sectional study","deep learning","e-learning","education","exploratory research","family attitude","female","health survey","human","interdisciplinary education","male","medical education","medical expert","medical literature","middle aged","open ended questionnaire","patient care","physician attitude","postoperative care","quality control","quantitative study","questionnaire","risk factor","teaching","teleconference","tetralogy of Fallot","time factor","travel","webinar"],"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/MichelotFlorent","dataSources":["FYDkaYvXGKXpPbdLN"],"keywords":["article","covid-19","computer-assisted instruction","conference","cross-sectional studies","education","medical","fallot tetralogy","humans","sars-cov-2","webinar","adult","aged","carbon footprint","cardiac patient","closed ended questionnaire","controlled study","coronavirus disease 2019","cost","cross-sectional study","deep learning","e-learning","education","exploratory research","family attitude","female","health survey","human","interdisciplinary education","male","medical education","medical expert","medical literature","middle aged","open ended questionnaire","patient care","physician attitude","postoperative care","quality control","quantitative study","questionnaire","risk factor","teaching","teleconference","tetralogy of fallot","time factor","travel","webinar"],"search_terms":["learning","webinars","future","medical","education","exploratory","study","disruptive","innovation","covid","era","mcmahon","tretter","faulkner","krishna kumar","redington","windram"],"title":"Are E-Learning Webinars the Future of Medical Education? An Exploratory Study of a Disruptive Innovation in the Covid-19 Era","year":2021}