%0 Journal Article
%@ 2369-3762
%I JMIR Publications
%V 3
%N 1
%P e10
%T Development and Assessment of an E-learning Course on Pediatric Cardiology Basics
%A Oliveira,Ana Cristina
%A Mattos,Sandra
%A Coimbra,Miguel
%+ Faculdade de Ciências da Universidade do Porto and Faculdade de Medicina da Universidade do Porto, Rua Dr Plácido da Costa, s/n, Porto, 4200 - 450, Portugal, 351 225513622 ext 5743, crisoliveira@med.up.pt
%K distance learning
%K continuing medical education
%K pediatrics
%K cardiology
%K congenital heart defects
%D 2017
%7 10.05.2017
%9 Original Paper
%J JMIR Med Educ
%G English
%X Background: Early detection of congenital heart disease is a worldwide problem. This is more critical in developing countries, where shortage of professional specialists and structural health care problems are a constant. E-learning has the potential to improve capacity, by overcoming distance barriers and by its ability to adapt to the reduced time of health professionals. Objective: The study aimed to develop an e-learning pediatric cardiology basics course and evaluate its pedagogical impact and user satisfaction. Methods: The sample consisted of 62 health professionals, including doctors, nurses, and medical students, from 20 hospitals linked via a telemedicine network in Northeast Brazil. The course was developed using Moodle (Modular Object Oriented Dynamic Learning Environment; Moodle Pty Ltd, Perth, Australia) and contents adapted from a book on this topic. Pedagogical impact evaluation used a pre and posttest approach. User satisfaction was evaluated using Wang’s questionnaire. Results: Pedagogical impact results revealed differences in knowledge assessment before and after the course (Z=−4.788; P<.001). Questionnaire results indicated high satisfaction values (Mean=87%; SD=12%; minimum=67%; maximum=100%). Course adherence was high (79%); however, the withdrawal exhibited a value of 39%, with the highest rate in the early chapters. Knowledge gain revealed significant differences according to the profession (X22=8.6; P=.01) and specialty (X22=8.4; P=.04). Time dedication to the course was significantly different between specialties (X22=8.2; P=.04). Conclusions: The main contributions of this study are the creation of an asynchronous e-learning course on Moodle and the evaluation of its impact, confirming that e-learning is a viable tool to improve training in neonatal congenital heart diseases. 
%M 28490416
%R 10.2196/mededu.5434
%U http://mededu.jmir.org/2017/1/e10/
%U https://doi.org/10.2196/mededu.5434
%U http://www.ncbi.nlm.nih.gov/pubmed/28490416