Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

Abstract

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

Exploring Emerging Technologies in Online Medical Education: A Survey of Women's Online University

“…Emerging technologies have the potential to promote gender inclusivity in medical education by shaping learners' attitudes and behaviors (Hoffmann et al, 2021). Our findings suggest that scaffolding critical thinking skills in multimedia-supported learning environments can help address gender disparities in medical education (Saye & Brush, 2002;Edigin et al, 2020).…”

“…Emerging technologies have the potential to promote gender inclusivity and increase women's participation in medicine. Hoffmann et al (2021) highlighted the role of agency and social influence in shaping learners' attitudes and behaviors. Saye and Brush (2002) and Edigin et al (2020) emphasized the importance of scaffolding critical thinking skills in multimediasupported learning environments, which can help address gender disparities in medical education.…”

“…In light of these developments, it is crucial to examine the potential applications of emerging technologies in online medical education, particularly in promoting gender inclusivity and addressing gender disparities in the field of medicine. Hoffmann et al (2021) social cognitive theory provides a valuable framework for understanding the role of agency and social influence in shaping learners' attitudes and behaviors. Moreover, Saye and Brush (2002), Naidu (2017) emphasized the importance of scaffolding critical thinking skills in multimedia-supported learning environments, while Liang, Ooi, and Wang (2020) highlighted the impact of pandemics on medical training and education.…”

Caring for our communities of practice in educational development

“…These organizational structures are known in educational development generally, where CoPs are used by name in educational training and reform (Cambridge, 2001;Gehrke & Kezar, 2017;Kirschner & Lai, 2007); are in many ways similar to learning communities that are built for faculty and graduate student instructors (Cox, 2004;de Carvalho-Filho et al, 2020;Sherer et al, 2003); and are created by educational developers for their own practice (Hoffmann et al, 2021;Kearns et al, 2018;Korsnack & Ortquist-Ahrens, 2021). However, the literature of educational development lacks a discussion about how CoPs benefit developers and how to sustain them within our field.…”