How to improve medical education website design

Sisson, Stephen D.; Hill-Briggs, Felicia; Levine, David M.

doi:10.1186/1472-6920-10-30

Cited by 38 publications

(33 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These refl ections are in agreement with previously published experience with the e-Learning (U.S. Department of Education 2009, Sisson et al, 2010), as well as with expected benefi ts of our project.…”

Section: Implementation and Evaluationsupporting

confidence: 81%

“…This blended approach to e-Learning supported not only the cultivation of students' generic but also organic competencies (Raelin and Cooledge, 1995) in particular topics. The combination of e-Learning and classical components is recommended as a suitable application in e-Learning for HC environment (US Department of Education, 2009, Sisson et al, 2010). The students´ acceptance of this blended learning was observed also in our study.…”

Section: Modules Developmentsupporting

confidence: 61%

See 1 more Smart Citation

Integration of the e-Learning into the medical university curricula

Rusnáková

Bachárová²,

Simó³

et al. 2012

BLL

View full text Add to dashboard Cite

Abstract:Objectives: The aim of this contribution was to present the e-Learning introduction in the Slovak Medical University (SMU) with a focus on the implementation phase of the two blended courses -Healthcare Quality and Healthcare Professionals' Ethics. Background: The introduction of the e-Learning was realized during the period 2008-2009 in the partnership of SMU and IBM Company, following strictly the project management approach. Methods: The development of the e-module beta-versions was evaluated by the modules' authors using a structured interview. In a consequent pilot testing, the blended courses were evaluated by 23 students of the bachelor program in Rescue health care, and by 61 public health students at the master level program, respectively, using the standardized questionnaires. Results:The tangible results included the documented SMU strategy for the e-Learning integration, six e-Learning modules and evaluation results. The authors' evaluation showed high scores for the experience in collaboration with IBM, as well as for the experience with the LMS environment. The students' evaluation showed a high acceptance of the e-Learning by both part-time and full-time students. The access to Internet was not recognized as a serious barrier. Conclusion:The fi rst experience with the integration of the e-Learning into the curricula of the Slovak Medical University showed the advantage of the systematic approach. The experience with developing the strategy in an interdisciplinary/ intercultural team, the knowledge about specifi c characteristics of distance learning by the involved SMU staff, and the know-how and skills represented the important benefi ts. It was demonstrated that the blended learning is recommended as optimal for the education in medical environment (Tab. 4, Fig. 1 Acknowledgement: We thank Ms. Milusa Baksova for her enthusiastic involvement in the preparation of the teaching materials, the questionnaires and the organization of pilot courses and their evaluation, as well as Ms. Katarina Ondruskova for her professional technical support during the modules development, providing numerous changes according to the authors' feedback. We also thank students for their participation at the pilot implementation of e-courses and their feedback.

show abstract

Section: Implementation and Evaluationsupporting

confidence: 81%

Section: Modules Developmentsupporting

confidence: 61%

Integration of the e-Learning into the medical university curricula

Rusnáková

Bachárová²,

Simó³

et al. 2012

BLL

View full text Add to dashboard Cite

show abstract

“…This training programme was dependent on the following elements based on evidence from the literature 25 27 28 37 39. These included: the structured standardisation of the advance care planning discussion into four steps; the use of video role modelling; standardised patient e-simulation; the use of role play, group discussion and feedback during the workshop; and the provision of prereading material.…”

Section: Discussionmentioning

confidence: 99%

“…Learning should be an active process, have a problem-centred focus, and should consist of realistic clinically relevant scenarios that doctors may anticipate encountering 25 27 28. It should draw on participants’ previous experience, allow the learner to apply what is being learned, include the opportunity for feedback and reflection,28 be structured and, ideally, should include the use of role models.…”

mentioning

confidence: 99%

Teaching general practitioners and doctors-in-training to discuss advance care planning: evaluation of a brief multimodality education programme

Detering

Silvester

Corke

et al. 2014

BMJ Support Palliat Care

102

View full text Add to dashboard Cite

show abstract

“…Cook and Dupras (2004) have outlined ten practical steps to effective web-based learning. Others have made recommendations on how to improve design and interactivity (De Rouck et al 2008;Sisson et al 2010).…”

Section: Online E-learningmentioning

confidence: 99%

Surgical Education

2011

Advances in Medical Education

View full text Add to dashboard Cite

How to improve medical education website design

Cited by 38 publications

References 32 publications

Integration of the e-Learning into the medical university curricula

Integration of the e-Learning into the medical university curricula

Teaching general practitioners and doctors-in-training to discuss advance care planning: evaluation of a brief multimodality education programme

Surgical Education

Contact Info

Product

Resources

About