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Learner Engagement, Teaching Effectiveness, and Digital Proficiency in In-Person Versus Livestream Continuing Medical Education.

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Title: Learner Engagement, Teaching Effectiveness, and Digital Proficiency in In-Person Versus Livestream Continuing Medical Education.
Authors: Colbenson, Gretchen A. (AUTHOR) colbenson.gretchen@mayo.edu, Cook, David A. (AUTHOR) cook.david33@mayo.edu, Stephenson, Christopher R. (AUTHOR) stephenson.christopher@mayo.edu
Source: Journal of Continuing Education in the Health Professions. Spring2026, Vol. 46 Issue 2, p88-94. 7p.
Subject Terms: *Education of physicians, *Educational outcomes, *Digital divide, *Continuing medical education, *Teaching methods, *Educational technology, *Experience, *Students, *Experimental design, *Online education, *Computer literacy, *Comparative studies, *Computer assisted instruction, *Student attitudes, Repeated measures design, Descriptive statistics, Analysis of variance, Data analysis software, Nonparametric statistics
Geographic Terms: United States
Abstract: Introduction: Internet streaming of presentations (livestream) is an increasingly common approach for online continuing medical education (CME). The authors aimed to compare in-person versus livestream CME using outcomes of learner engagement and perceived teaching effectiveness and evaluate the relationship between learner digital proficiency, learner engagement, and teaching effectiveness in livestream CME. Methods: A nonrandomized comparison study was performed at a CME course in January to February 2022. Participants self-selected in-person or livestream modality. Measurements included the Learner Engagement Inventory, CME Teaching Effectiveness instrument completed after each presentation (score range 1 = strongly disagree, 5 = strongly agree [favorable]), and the Pew Digital Savviness Classifier (ie, digital proficiency) self-reported at baseline. Analyses accounted for repeated measures by participants. Results: Two hundred twenty-eight attendees consented to participate (172 in-person and 56 livestream) and submitted 6010 responses across 37 presentations. Learner engagement and teaching effectiveness were not significantly different between in-person and livestream CME (Learner Engagement Inventory mean 4.58 versus 4.63; difference −0.05; 95% confidence interval [CI]: −0.15 to 0.05, P =.33 and CME Teaching Effectiveness 4.70 versus 4.66; difference 0.04; 95% CI: −0.06 to 0.14; P =.46). In the livestream group, participants with low versus high self-reported digital proficiency reported similar learner engagement (4.52 versus 4.42, difference 0.09 [95% CI: −0.24 to 0.43, P =.58) and teaching effectiveness (4.60 versus 4.53, difference 0.08 [95% CI: −0.23 to 0.38), P =.62). Discussion: Learner engagement and teaching effectiveness were not statistically different between in-person and livestream CME modalities, and digital proficiency did not influence this relationship. Livestream CME seems to be a reasonable option, regardless of learners' digital proficiency. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Introduction: Internet streaming of presentations (livestream) is an increasingly common approach for online continuing medical education (CME). The authors aimed to compare in-person versus livestream CME using outcomes of learner engagement and perceived teaching effectiveness and evaluate the relationship between learner digital proficiency, learner engagement, and teaching effectiveness in livestream CME. Methods: A nonrandomized comparison study was performed at a CME course in January to February 2022. Participants self-selected in-person or livestream modality. Measurements included the Learner Engagement Inventory, CME Teaching Effectiveness instrument completed after each presentation (score range 1 = strongly disagree, 5 = strongly agree [favorable]), and the Pew Digital Savviness Classifier (ie, digital proficiency) self-reported at baseline. Analyses accounted for repeated measures by participants. Results: Two hundred twenty-eight attendees consented to participate (172 in-person and 56 livestream) and submitted 6010 responses across 37 presentations. Learner engagement and teaching effectiveness were not significantly different between in-person and livestream CME (Learner Engagement Inventory mean 4.58 versus 4.63; difference −0.05; 95% confidence interval [CI]: −0.15 to 0.05, P =.33 and CME Teaching Effectiveness 4.70 versus 4.66; difference 0.04; 95% CI: −0.06 to 0.14; P =.46). In the livestream group, participants with low versus high self-reported digital proficiency reported similar learner engagement (4.52 versus 4.42, difference 0.09 [95% CI: −0.24 to 0.43, P =.58) and teaching effectiveness (4.60 versus 4.53, difference 0.08 [95% CI: −0.23 to 0.38), P =.62). Discussion: Learner engagement and teaching effectiveness were not statistically different between in-person and livestream CME modalities, and digital proficiency did not influence this relationship. Livestream CME seems to be a reasonable option, regardless of learners' digital proficiency. [ABSTRACT FROM AUTHOR]
ISSN:08941912
DOI:10.1097/CEH.0000000000000622