%0 Journal Article
%@ 1438-8871
%I Gunther Eysenbach
%V 5
%N 2
%P e13
%T Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study
%A Wiecha,John M
%A Gramling,Robert
%A Joachim,Phyllis
%A Vanderschmidt,Hannelore
%+ Department of Family Medicine, Dowling 5 S, Boston Medical Center, Boston University School of Medicine, 1 BMC Place, Boston MA 02118, USA, +1 617 414 4465, Wiecha@bmc.org
%K Education, distance
%K medical history taking
%K education, medical
%K online systems
%K students, medical
%K communication
%K physician-patient relations
%K clinical competence
%K Internet
%K World Wide Web
%D 2003
%7 27.6.2003
%9 Original Paper
%J J Med Internet Res
%G English
%X Background: Advances in electronic technology have created opportunities for new instructional designs of medical curricula. Objective: We created and evaluated a 4-week online elective course for medical students to teach the cognitive basis for interviewing skills. Methods: Ten students, from 2 medical schools, studied online modules on interviewing concepts and viewed videos illustrating the concepts. They then participated in asynchronous discussion groups designed to reinforce course concepts, stimulate reflective learning, and promote peer learning. Results: In qualitative evaluations, learners reported improvements in self-awareness; increased understanding of interviewing concepts; and benefits of online learning vs face to face learning. Participants reported high levels of satisfaction with online learning and with achievement of course objectives. Self-reported knowledge scores increased significantly from pre-course completion to post-course completion. Conclusions: Online education has significant potential to augment curriculum on the medical interview, particularly among students trained in community settings geographically distant from their academic medical center. 
%M 12857669
%R 10.2196/jmir.5.2.e13
%U http://www.jmir.org/2003/2/e13/
%U https://doi.org/10.2196/jmir.5.2.e13
%U http://www.ncbi.nlm.nih.gov/pubmed/12857669