Course:	Asthma 401
ID:	A401
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In 2007, The Asthma Education Clinic undertook a study to determine the effectiveness of its “teleclass” method of education delivery. The study documented results obtained from the first 102 participants who attended the Asthma 401 teleclasses. Study methodology included interviews at mid-course and a written evaluation at the end of the teleclass.

The Study Abstract of the first phase of the study was presented at the 2007 annual scientific meeting of the American College of Allergy, Asthma and Immunology in Dallas, TX.

In 2008, the second part of a study on the effectiveness of ‘teleclass’ training for asthma educators was completed. While the first part looked at the effectiveness of teleclasses as distance education, the second part looked at the long term results. Did having teleclass trained asthma educators make a difference to the practice?

The results of the second part of the study were presented as a poster presentation (#P292) at the 2008 annual scientific meeting of the American College of Allergy, Asthma and Immunology in Seattle, WA. Click here to read the abstract of that poster presentation.

 

Study Abstract - Phase 1

Use of inexpensive and commonly available technology for effective distance education of health professionals

Introduction

Health care professionals (HCPs) must constantly upgrade their skills using inadequate education budgets. Weekend education programs do not effectively transfer knowledge or teaching skills. This study investigated whether HCPs in the field of asthma could be effectively trained through live distance-learning education that used only teleconferencing and e-mail.

Method

A course for asthma educators was converted to an eight-week “teleclass” format. Videoconferencing, webcasting and other limited-availability technologies were not used. Preliminary course materials were sent by regular mail, and subsequent materials by e-mail. The course was taught through a live, two-hour telephone conference-call once a week in mid-week, in the evening, and participants could phone in from anywhere in the U.S.

To date, the course has been presented 14 times over a three-year period. 97% of participants were individually interviewed by phone mid-way through each course. At the end of the course, they were asked to complete an evaluation form, which 40% completed and returned.

Results

None of the participants had taken a telephone-based course before. All of them stated that the course either met or exceeded their expectations. 87% of the students who completed the Evaluation Form found the approach agreeable. 12% would have liked to see the instructors and other participants.

Participants found the once-weekly class format to be beneficial. The mid-week classes allowed them to return to work the next morning and put into practice what they had learned the previous evening. Immediacy of application was reported by all respondents. All felt that the course made them better educators and more sensitive to patients' needs. Networking with educators from across the United States was seen as an added benefit.

Without video, instructors were unable to demonstrate the correct use of medication devices. To overcome this limitation, the course materials included detailed and illustrated “how to” instructions. The lack of hands-on teaching proved in practice not to be a significant problem.

Conclusion

The teleclass format used was found to be inexpensive yet effective for educating HCPs who could not attend live courses for budgetary, scheduling or family reasons.

 

Study Abstract - Phase 2

An Eight-Week Telecourse for Asthma Health Care Professionals Proves Cost-Effective

Introduction

In 2007, we reported that asthma health care professionals (HCPs) could be effectively trained to be asthma educators by telephone and email. We now report on the increased practice efficiency and personal growth that resulted from these courses.

Method

One hundred US-based HCPs took part in fourteen asthma educator training courses between 2003 and 2006. Preliminary course materials were sent by regular mail, and subsequent materials by e-mail. Each week HCPs took part in a two-hour telephone-based interactive lecture session, mid-week, in the evening. Cost of the course was $527.

We were able to survey a total of 97 of the 100 subjects by phone mid-way through the course. At the end of the course 40 completed an evaluation form. We were able to conduct follow-up interviews with 28 graduates in late 2007 and 2008, the rest having changed addresses or being unavailable.

Results

In the first interview, all respondents thought the structure, pace, and immediate applicability of the course material excellent, and that it was worth their time. They said that both their asthma knowledge and their confidence in dealing with patients had increased markedly. All graduates stated that they were doing more asthma education and also found their job more interesting. In the evaluation, they made similar comments. All felt that the course made them better educators and more sensitive to patients' needs.

In the 2007-8 follow-up interview, we queried 28 of the 40 graduates. Twenty-six (93%) had been promoted and given more responsibility, including peer education. Regarding current duties, 3 graduates were eliminated since they stopped working with asthma patients 3 to 12 months after graduating. The remaining 25 now perform a number of duties formerly done by physicians and estimate that they save their physician ten minutes or more per consultation/visit. While their jobs involve educating patients, their duties also include assessing patients and triggers; training in use of devices; performing spirometry; creating action plans and giving bronchodilator treatments.

Conclusion

The teleclass format is a cost-effective way to educate HCPs. It eliminates the lost work time and cost of travel required by on-site courses. HCPs we trained as asthma educators saved their physicians at least 10 minutes per consultation/visit with an asthma patient.