Have a personal or library account? Click to login
Telemedicine Enables Broader Access to Movement Disorders Curricula for Medical Students Cover

Telemedicine Enables Broader Access to Movement Disorders Curricula for Medical Students

Tremor and Other Hyperkinetic Movements
Volume 7 (2017): Issue 0
By: Esther Cubo,  Jacques Doumbe,  Emiliano López,  Guadalupe A. Lopez,  Emilia Gatto,  Gabriel Persi,  Mark Guttman and  on behalf of the Telemedicine Task Force  
Open Access
|Oct 2017

Figures & Tables

Table 1

Tele-education in Argentina (n = 120 Medical Students)

Feasibility
Medical school participation (included/invited) (%)4/17 (23.5)
Student participation (included/invited) (%)120/179 (67.5)
Completed videoconferences (%)6/6 (100)
At least 80% medical student attendance91/120 (75)
Demographics
Gender, female (%)80 (66.7)
Motivation for Medical Students
“Why did you participate in this course?” Average answer1
The topic3
Innovative method3.5
MDS as organizer2.5
Medical school as organizer1.8
Medical Knowledge Improvement2
Correct answers (pre-/post-test) (%)50.1/74.0 (31)
Satisfaction
Students (98 responders)
Very satisfied with the speaker (%)62/98 (51.6)
Very satisfied with the use of videos (%)80/98 (66.6)
Very satisfied with the interaction (%)32/98 (26.6)
Speakers (6 responders)3
Average satisfaction with the quality of the audio5.8
Average satisfaction with the quality of the video5.8
Average satisfaction with the interaction5.3

Abbreviation: MDS, Movement Disorder Society.

1 Average answer was calculated based on the 5-point Likert-type scale from 5 = strongly agree to 1 = strongly disagree.

2 Medical knowledge improvement was calculated as the average percentage of students with correct answers in the pre- and post-tests.

3 Overall average satisfaction for the whole course was measured using a 6-point Likert-type scale (6 = most satisfied to 1 = less satisfied).

Table 2

Tele-education in Cameroon (n = 31 Medical Students)

Feasibility
Medical school participation (included/invited) (%)1/1 (100)
Student participation (included/invited) (%)31/91 (34.0)
Completed videoconferences (%)6/7 (85.7)
At least 80% medical student attendance11/31 (33.1)
Demographics
Gender, female (%)15 (48.3)
Motivation for Medical Students
“Why did you participate in this course?” Average answer1
The topic4.6
Innovative method3.7
MDS as organizer3.9
Medical school as organizer3.2
Medical Knowledge Improvement
Correct answers (pre-/post-test) (%)239.4/56.0 (29.7)
Average Satisfaction3
Students (17 responders)
With the content4.2
With the audiovisuals3.7
With the speaker4.2
Speakers (5 responders)
With the quality of the audio3.8
With the quality of the video3.2
With the interaction3.2

Abbreviation: MDS, Movement Disorder Society.

1 Average answer was calculated based on the 5-point Likert-type scale from 5 = strongly agree to 1 = strongly disagree.

2 Medical knowledge improvement was calculated as the average percentage of students with correct answers in the pre- and post-tests.

3 Overall average satisfaction for the whole course was measured using a 6-point Likert-type scale (6 = most satisfied to 1 = less satisfied).

DOI: https://doi.org/10.5334/tohm.347 | Journal eISSN: 2160-8288
Journal RSS Feed
Language: English
Submitted on: Aug 10, 2017
Accepted on: Sep 28, 2017
Published on: Oct 19, 2017
Published by: Columbia University Libraries/Information Services
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Parkinson’s disease,
telemedicine,
tele-education,
movement disorders

© 2017 Esther Cubo, Jacques Doumbe, Emiliano López, Guadalupe A. Lopez, Emilia Gatto, Gabriel Persi, Mark Guttman, on behalf of the Telemedicine Task Force, published by Columbia University Libraries/Information Services
This work is licensed under the Creative Commons License.

Previous articleVolume 7 (2017): Issue 0Next article