Experiences with different integration strategies of case-based e-learning

Abstract

As best practice we recommend a voluntary integration strategy combined with exam-relevance of the content. The assets and drawbacks of all described strategies are discussed in the conclusions of this article.

Virtual Patients as a Practical Realisation of the E-learning Idea in Medicine

“…(Cook & Dupras, 2004) as step 7 of developing e-learning courses, it is not enough to assume that students will use offered e-learning resources without enhancing their participation. This is in line with many other studies (Hege et al, 2007), (Baumlin et al, 2000), (Cahill et al, 2002). The three major aspects mentioned by Cook are the accessibility and user-friendliness of the system/website, the provision of extra time ("protected" time) for the learners to complete the course and the inclusion of a reward and/or consequences mechanism.…”

“…It could, for example, be used to compliment a face-to-face teaching unit. But, as mentioned above, without encouragement the participation of learners the use of the VP will be very low (Hege et al, 2007). Therefore, for example, Fischer et al recommend the proper integration of computer-based cases into a face-to-face learning curriculum in combination with the assessment framework (Fischer et al, 2005a).…”

“…This is often applied in undergraduate curricula. Successful work with a VP can, for example, be mandatory for passing a course, but this extrinsic motivation of students does not necessarily lead to a thorough working through of the VP (Hege et al, 2007). To foster a more intrinsic motivation of learners the offering of incentives is an option.…”

Integration of a Case-Based Online Module into an Undergraduate Curriculum: What is Involved and is it Effective?

“…As well as engaging clinicians in the process, student engagement is also essential to allow smooth integration of an e-learning tool. A manner of strategies exist to facilitate integration [21], including:…”

The use of virtual patients in medical education

“…• Studies regarding its place in the curriculum Studies have shown that designs that are associated with seminars, courses and corresponding tests [40], that are balanced [41] and appropriately integrated into the curriculum [42] all motivate students. Edelbring emphasized the importance of assessing VP-based activities not as separate phenomena but as an integrated whole together with other educational activities [42].…”