An evaluation of UK foundation trainee doctors’ learning behaviours in a technology-enhanced learning environment

Abstract

BackgroundTechnology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics.MethodsData were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England’s West Midland region from 1st August 2013 to 5th August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors.ResultsOver the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95 % Confidence Interval: 28.4–29.5) and 1,075 (10.5 %) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores.ConclusionsFoundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0651-z) contains supplementary material, which is available to authorized users.

Coping with COVID: Preparing prescribers during the pandemic

“…That is, they did not rapidly skim through modules to obtain a certificate and move on. This contrasts with previous research where we found mandatory completion of modules as part of doctor Foundation training led to suboptimal engagement with module content 2 . The need for clinical staff and the subsequent rapid change in roles many faced were likely to motivate an assessment of learning needs and proactive approach to development.…”

“…This contrasts with previous research where we found mandatory completion of modules as part of doctor Foundation training led to suboptimal engagement with module content. 2 The need for clinical staff and the subsequent rapid change in roles many faced were likely to motivate an assessment of learning needs and proactive approach to development. This aligns with adult learning theory, specifically the motivational model, where "autonomy", "competence" and "belonging" are the needs to motivate and sustain learning.…”

“…Following completion of the post‐test, a certificate of completion can be viewed and downloaded by the user. A Learning Management System allows data collection and makes it possible to analyse learner interaction by module 2 . Different portfolios of modules are available for practitioners working in acute hospitals (medicine and surgery portfolio), paediatrics, nursing, primary care and the ambulance service.…”

E-Learning Readiness of Turkish Medical Students: A Sample from Gazi University

“…On the other hand, if the course outcomes will be useful in real life, if we visualize the learners' success, if we create an online environment with good communication between all participants, if we make the learners active during the course then their motivation could be enhanced with these efforts (13,17). Monitoring the learners' progress actively and planning regular deadlines may motivate the students to complete the online course (20).…”