Development and Impact Evaluation of an E-Learning Radiation Oncology Module

Alfieri, Joanne; Portelance, Lorraine; Souhami, Luís; Steinert, Yvonne; McLeod, Peter; Gallant, F.; Artho, Giovanni

doi:10.1016/j.ijrobp.2011.07.002

Cited by 40 publications

(23 citation statements)

References 22 publications

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“…Further, in a prospective randomized controlled study [25] including physiotherapy students participating in an oncology course, comparing traditional classroom with E-learning, concluded that the use of E-learning in oncology is a feasible method of teaching. Moreover, Alfieri et al [10] showed that the use of interactive E-learning for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents. Another advantage, which should be mentioned, is that E-learning may increase the cost-efficiency since the same E-learning program can be transmitted to a larger number of students [26], reducing the demand for a classroom teacher, offering more flexibility [22].…”

Section: Discussionmentioning

confidence: 99%

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E-learning programs in oncology: a nationwide experience from 2005 to 2014

et al. 2017

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BackgroundE-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008–2014.ResultsThe total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering 438 themes. A total of 490 programs were completed by the trainees. The European Credit Transfer and Accumulation System (ECTS; 1 ECTS point equals 0.60 US College Credit Hours) points varied across the educational programs from 0.7 to 30.0, corresponding to a duration of full-time studies ranging between 15 to 900 h (0.4–24 weeks) per program. The total number of ECTS points for the trainee cohort, was 20,000 corresponding to 530,000 full-time academic hours or 324.0 standard academic working years. The overall drop-out rate, across professions and programs, was 10.6% (499/4693). The lowest drop-out rate was seen for RNs (4.3%; P < 0.0001). Self-reported evaluation questionnaires (2008–2014) were completed by 72.1% (2642/3666) of the trainees. The programs were overall rated, on a 5-categorical scale (5 = excellent; 1 = very inferior), as excellent by 68.6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders.ConclusionsThis descriptive study, performed in a lengthy timeframe, presents high-volume data from multi-professional, oncological E-learning programs. While the E-learning paradigm, across professions, seems to have been well received, it is imperative that prospective studies, benchmarking against traditional training methods, are carried out, examining the hypothesized didactic value of our E-programs.Electronic supplementary materialThe online version of this article (doi:10.1186/s13104-017-2372-8) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

“…The E-learning programs may overcome some of the difficulties seen with traditional learning programs by allowing flexibility in time, place, and pace, for the clinically working trainee and educator [10]. There is a paucity of detailed, descriptive long-term data regarding management and outcome of E-learning programs.…”

Section: Introductionmentioning

confidence: 99%

E-learning programs in oncology: a nationwide experience from 2005 to 2014

et al. 2017

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“…Those who completed these learning modules during their nonclinical time had significant improvement of test scores when compared with those who did not access the modules. 20 A group out of Stanford developed a similar system specific to plastic surgery. They sought to assess the utility of a web-based microsurgical curriculum and ultimately found that this program produced favorable results.…”

Section: Discussionmentioning

confidence: 99%

Microsurgery Fellows' Impression of Clinical and Educational Offerings during Fellowship Year

Sullivan

Maliha

Henderson

2019

J reconstr Microsurg

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Background Acquisition of microsurgical skill and clinical knowledge is the primary goal of a microsurgery fellowship. There has yet to be any comprehensive reporting in the literature of how American microsurgery fellows viewed their curricula and training at the conclusion of their fellowship year. Methods An anonymous, electronic survey was developed and distributed to all 2016 to 2017 microsurgery fellows (n = 37) at the U.S.-based microsurgery fellowship programs (n = 23). Qualitative questions were assessed using either a Likert-type scale of 1 (not at all) to 5 (very), multiple choice, or free response. Results Twenty-six of 37 fellows (70%) responded to the survey. Respondents reported a mean of 14.4 lectures offered, with a range of 0 to 100. Dry laboratory simulation training was formally incorporated into 32% of microsurgery fellowships and live animal simulation training was formally incorporated into 12%. The median number of free deep inferior epigastric perforator flap cases performed was 112.5, ranging from 60 to 230. A majority felt that an organized microsurgical educational curriculum would be “beneficial,” with 42% reporting that an organized microsurgery curriculum would be “very beneficial.” Twenty-six of the respondents (100%) said that they would choose to do a microsurgery fellowship again if given the choice. Conclusion Respondent data show that microsurgery fellows are satisfied with training, clinical experience is variable but adequate, educational experiences and opportunities vary from program to program, simulation skills training are perceived to be underutilized, and a program-organized microsurgery curriculum is believed to be advantageous to optimize development of technical and clinical skills.

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“…Is there an educational goal we are trying to achieve with these tools, and if so, what are the metrics of success to which we ascribe? Attempts to address these questions within the anatomical sciences have generated a number of studies that fall into four distinct categories for measuring e‐learning tool success, including: (A) user satisfaction (O'Bryne et al, ; Hassinger et al, ; Venali et al, 2010; Wright and Hendricson, ; Guy et al, ); (B) learning outcomes (Nicholson et al, ; Hu et al, ; Levinson et al, 2009; Khot et al, ); (C) user satisfaction in combination with learner knowledge acquisition (Codd and Choudhury, ; Keedy et al, ; Alfieri et al, ; Preece et al, ; Rich and Guy, ; Hoyek et al, ; Stewart and Choudhury, ; Allen et al, ; Mathiowetz et al, ); and (D) design principles (Nielsen, ). The studies that fall into the last category can be further subdivided based on whether said e‐learning tools are designed using sound pedagogical and cognitive principles (Allen et al, ) or if they are designed based on the aesthetics of the rendering technology itself (Crossingham et al, ; Nguyen and Wilson, ; Lu et al, ; Sergovich et al, ; Yeung et al, ; Adams and Wilson, ; Richardson‐Hatcher et al, ).…”

Section: Introductionmentioning

confidence: 99%

Educational software usability: Artifact or Design?

Nuland

Eagleson

Rogers

2016

Anatomical Sciences Ed

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Online educational technologies and e-learning tools are providing new opportunities for students to learn worldwide, and they continue to play an important role in anatomical sciences education. Yet, as we shift to teaching online, particularly within the anatomical sciences, it has become apparent that e-learning tool success is based on more than just user satisfaction and preliminary learning outcomes-rather it is a multidimensional construct that should be addressed from an integrated perspective. The efficiency, effectiveness and satisfaction with which a user can navigate an e-learning tool is known as usability, and represents a construct which we propose can be used to quantitatively evaluate e-learning tool success. To assess the usability of an e-learning tool, usability testing should be employed during the design and development phases (i.e., prior to its release to users) as well as during its delivery (i.e., following its release to users). However, both the commercial educational software industry and individual academic developers in the anatomical sciences have overlooked the added value of additional usability testing. Reducing learner frustration and anxiety during e-learning tool use is essential in ensuring e-learning tool success, and will require a commitment on the part of the developers to engage in usability testing during all stages of an e-learning tool's life cycle. Anat Sci Educ 10: 190-199. © 2016 American Association of Anatomists.

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Development and Impact Evaluation of an E-Learning Radiation Oncology Module

Cited by 40 publications

References 22 publications

E-learning programs in oncology: a nationwide experience from 2005 to 2014

E-learning programs in oncology: a nationwide experience from 2005 to 2014

Microsurgery Fellows' Impression of Clinical and Educational Offerings during Fellowship Year

Educational software usability: Artifact or Design?

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