Table 2.

The Five Highest Scoring Submissions to the 2003 SGIM Meeting

URL
Educational Purpose	Audience	Content	Format	Evaluation/Feedback	Limitations
http://www.pharmapac.org Osterberg LG, Stiller C-O, Ayers M, Tornqvist E, Gustafsson LL. Stanford University and Karolinska Institutet, Sweden.
To provide self-directed learning in clinical pharmacology	Advanced medical students	Case-based approach to pharmacotherapy. Provides guidance in use of the web to find answers.	Good use of multimedia in cases. Interactive question format.	Quizzes after each case; pretest before the course and a posttest given after the course.	Requires site registration; pre- and posttest data not available.
http://medicine.osu.edu/exam Krieger CG, Knutson D, Cain T, Fish C, Finneran C, Gabel LL. Ohio State University.
To teach the fundamental principles of physical examination	Medical students and other health professional students	Simulated physical examination of eight primary content areas	Digital video clips, interactive multimedia elements, and instructive text. For example, the learner can click on an image of a chest and hear breath sounds.	Immediate feedback given regarding the performance of certain aspects of the physical examination.	Online site is demonstration for CD-ROM product. Requires Flash Player to view.
http://www.docsynergy.com Kendrick D. Tulane University.
To deliver an online interactive educational experience	Community physicians	Lectures recorded from multiple sources and converted to online media	Delivers lecture-based teaching materials to remote sites using readily available technology.	Students can take quizzes online and scoring and awarding of credit occurs immediately.	Most content not authored by site developers. Limited interactivity.
http://courses.washington.edu/med665 Dewitt D. University of Washington.
To aid in teaching the core medicine clerkship at multiple rural sites	Third-year medical students	Over 84 problem-based cases are presented with questions linked to explanatory materials.	Multimedia cases with interactive questions. Links to sites such as clinical guidelines are provided.	Immediate feedback is given, tailored to the student's answer. Users evaluate the site via a built-in evaluation tool.	Minimal use of multimedia. Case format varies widely between cases.
http://endeavor.med.nyu.edu/courses/pps/courseware Kalet AL, Gany F, Changrani J, Steinberg S, Lee A, Nachbar M. New York University School of Medicine.
To teach fundamental skills for interviewing patients with limited English proficiency	First-year medical students	Focused on knowledge, skills, and attitudes needed to effectively interview patients with limited English proficiency	Students view a video montage describing the use of medical interpreters. Students then critique 6 video interviews of limited English proficiency patients.	Pretest and posttest format. Students compare their responses to expert analysis. Students evaluate the program after completion.	Password protected for institutional access only.