Health Professional Learner Attitudes and Use of Digital Learning Resources

Abstract

BackgroundWeb-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources.ObjectiveThe aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful.MethodsThe following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek.ResultsStudents preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery.ConclusionsThe results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.

Students' experience of the use of an online learning channel in teaching and learning: A sports therapy perspective

“…A second year student (15) explained in relation to question one that the LC "Offers guidance of the appropriate techniques required to do well in the practical exams". This supports the findings of Maloney et al (2013c) who discussed the use of an online physiotherapy database which was accessed more during periods when exam preparation was foremost.…”

Modelling Digital Knowledge Transfer: Nurse Supervisors Transforming Learning at Point of Care to Advance Nursing Practice

“…This means nurses can now access information at point of care in real time, rather than needing to go to a library, a nurses' station, an office, or a university campus or to return home before being able to search for the information required. However, preparation and training within nursing courses, and easy access to and availability of the Internet in the workplace is required to enable convenient, timely access to information that can improve health outcomes of patients and augment nursing practice by promoting transfer of digital knowledge in the workplace [20,21].…”

Can Social Semantic Web Techniques Foster Collaborative Curriculum Mapping In Medicine?

“…Maloney et al showed that medical students appreciate the benefit of online repositories of learning resources [43]. They also showed that milestones of the curriculum (eg, examinations) often trigger access to the repositories.…”