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On an 18 item feedback survey assessing creo™, satisfaction with the online course was an 
average of 90% (SD = 14; Median = 100%).
We asked a group of creo™ registrants to share what they thought important things they learned from creo™ were. Their answers varied across the different sessions. These are some of the responses in the registrants’ own words, categorized by topic:

The Research Question: “Design of a robust research question”; “Depth to which
          research questions can and should be defined”; “Defining  research questions
          well is key to good “pain-free” research”
Critical Appraisal: “New approach to critical appraisal”; “learned more about what
          information to evaluate in papers regarding surveys”
Quantitative and Qualitative Research Methods: “Important details regarding 
          qualitative research”; “Research methods decisions need to be revisited 
          multiple times to make useful”
Statistics: “Proper matching of study design and statistics”; “I learned more  
          about appropriate statistics”; “The statistics activity is + + useful”; “Stats  
          analysis refresher for different project designs”
Knowledge Translation: “Knowledge translation is a big deal for funding up front”

Qualitative Feedback
Quantitative Feedback
We engage in our own evidence-based practice!
As we collect data on learning processes, outcomes, and student evaluations, we will 
share here.
High Fives
Kelders, S. M., Kok, R. N., Ossebaard, H. C., & 
Van Gemert-Pjinen, J. (2012). Persuasive system 
design does matter: A systematic review of 
adherence to web-based interventions. Journal 
of Medical Internet Research, 14 (6), e152. Doi: 10.2196/jmir.2104 

Shortt, S. E. D., Guillemette, J. M., Duncan, A. M.,
Kirby, F. (2010). Defining quality criteria for online
continuing medical education modules using
modified nominal group technique. Journal of 
Continuing Education in the Health Professions, 
30 (4), 246 – 250.
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