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”
We engage in our own evidence-based practice!
As we collect data on learning processes, outcomes, and student evaluations, we will
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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