Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity

Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen

doi:10.1016/j.pec.2008.07.056

Cited by 30 publications

(21 citation statements)

References 32 publications

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“…Flexibility in nature means that learning often takes place at the learners' own pace, regardless of their geographical locations, and materials can be accessed any time, and these are reported as perceived benefits or key enablers compared with lecture mode [42,46,51,52]. The extracts below highlight very clearly the strong support to the flexibility aspect of e-learning: I think online also you kind of get a more in-depth amount of information because you can read it yourself at your own time rather than having to fit a certain amount of information into like a one-hour, two-hour lecture.…”

Section: Countriesmentioning

confidence: 99%

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A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technologyregardless of learners' geographical locations and timescaleto enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factorsenablers and barriersaffecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factorsenablers and barriersabout el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

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Section: Countriesmentioning

confidence: 99%

“…This method [e-learning] of teaching as being a good way to address sensitive consultations, important issues and bringing attention to situations [even] they [students] may not have encountered [51].…”

Section: Theme 2: Learning In Practicementioning

confidence: 99%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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“…In this previous study, however, the students would use the e-learning program partially as part of self-directed learning. Some said that they would actively participate in the program only when it is obligatory [10]. After evaluating 35 papers, a previous literature review identified four domains including knowledge gains, learner attitudes, learning efficiency and program cost.…”

Section: Discussionmentioning

confidence: 99%

Applying e-learning for Multicultural Healthcare Education

Park¹,

Gang²

2013

IJMUE

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“…Developing multimedia education resources is complex, time-consuming, and expensive, and requires the coordination of many stakeholders. 33,34 Typically, the expertise of varied disciplines is required, from medical research and script writing to instructional design and video production. 23 The development process was designed to facilitate the collaboration of these different contributors.…”

Section: Development Processmentioning

confidence: 99%

SCI-U: E-learning for patient education in spinal cord injury rehabilitation

Shepherd

Badger-Brown²,

Legassic

et al. 2012

The Journal of Spinal Cord Medicine

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Background/objectives: To develop an online patient education resource for use in spinal cord injury rehabilitation. Participants: The development process involved more than 100 subject-matter experts (SMEs) (rehabilitation professionals and consumers) from across Canada. Preliminary evaluation was conducted with 25 end-users. Methods: An iterative development process was coordinated by a project team; SMEs (including patients) developed the content in working groups using wiki-based tools. Multiple rounds of feedback based on early prototypes helped improve the courses during development. Results: Five courses were created, each featuring more than 45 minutes of video content and hundreds of media assets. Preliminary evaluation results indicate that users were satisfied by the courses and perceived them to be effective. Conclusions: This is an effective process for developing multimedia patient education resources; the involvement of patients in all parts of the process was particularly helpful. Future work will focus on implementation, integration into clinical practice and other delivery formats (smart phones, tablets).

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Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity

Cited by 30 publications

References 32 publications

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

Applying e-learning for Multicultural Healthcare Education

SCI-U: E-learning for patient education in spinal cord injury rehabilitation

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