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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]
Copyright of Journal of Continuing Education in the Health Professions is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: Learner Engagement, Teaching Effectiveness, and Digital Proficiency in In-Person Versus Livestream Continuing Medical Education.
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  Data: <searchLink fieldCode="AR" term="%22Colbenson%2C+Gretchen+A%2E%22">Colbenson, Gretchen A.</searchLink> (AUTHOR)<i> colbenson.gretchen@mayo.edu</i><br /><searchLink fieldCode="AR" term="%22Cook%2C+David+A%2E%22">Cook, David A.</searchLink> (AUTHOR)<i> cook.david33@mayo.edu</i><br /><searchLink fieldCode="AR" term="%22Stephenson%2C+Christopher+R%2E%22">Stephenson, Christopher R.</searchLink> (AUTHOR)<i> stephenson.christopher@mayo.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Continuing+Education+in+the+Health+Professions%22">Journal of Continuing Education in the Health Professions</searchLink>. Spring2026, Vol. 46 Issue 2, p88-94. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+of+physicians%22">Education of physicians</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+divide%22">Digital divide</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+medical+education%22">Continuing medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+literacy%22">Computer literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Nonparametric+statistics%22">Nonparametric statistics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Continuing Education in the Health Professions is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193924903
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        Value: 10.1097/CEH.0000000000000622
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        Text: English
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      – SubjectFull: Education of physicians
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Digital divide
        Type: general
      – SubjectFull: Continuing medical education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Educational technology
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      – SubjectFull: Experience
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      – SubjectFull: Students
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      – SubjectFull: Experimental design
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      – SubjectFull: Online education
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      – SubjectFull: Comparative studies
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      – SubjectFull: Computer assisted instruction
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      – SubjectFull: Student attitudes
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      – SubjectFull: Repeated measures design
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Analysis of variance
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      – SubjectFull: Data analysis software
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      – SubjectFull: Nonparametric statistics
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      – SubjectFull: United States
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      – TitleFull: Learner Engagement, Teaching Effectiveness, and Digital Proficiency in In-Person Versus Livestream Continuing Medical Education.
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              Text: Spring2026
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              Y: 2026
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