Instructional Design Variations in Internet-Based Learning for Health Professions Education: A Systematic Review and Meta-Analysis

Cook, David A.; Levinson, Anthony J; Garside, Sarah; Dupras, Denise M.; Erwin, Patricia J.; Montori, Víctor M.

doi:10.1097/acm.0b013e3181d6c319

Cited by 456 publications

(407 citation statements)

References 78 publications

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“…The former is consistent with growing research that the use of questions enhances interactivity and learning in online modules. 32 Taken together, student feedback suggests that online modules can be a useful learning tool in a blended learning environment, but more attention should be given to properly designing and testing them before implementation.…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of a Flipped Pharmacotherapy Course

Khanova

McLaughlin

Rhoney

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for selfpaced learning prior to class. Class time was used for active and applied-but primarily case-basedlearning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application.

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Section: Discussionmentioning

confidence: 99%

Student Perceptions of a Flipped Pharmacotherapy Course

Khanova

McLaughlin

Rhoney

et al. 2015

American Journal of Pharmaceutical Education

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“…The advantages include accommodating different learning styles, a self-paced mode and the use of computer-adapted technology. This approach allows for multiplying different educational supports and is consistent with recent teaching approaches [34][35][36]. The originality of our project lies in the development of a generic tool suitable for different chronic diseases.…”

Section: Discussionmentioning

confidence: 98%

Development of a Web-Based Formative Self-Assessment Tool for Physicians to Practice Breaking Bad News (BRADNET) (Preprint)

Rat¹,

Ricci²,

Guillemin³

et al. 2017

Preprint

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Objective: Although most physicians in a medical setting have to deliver bad news, the skills of delivering bad news to patients have been given insufficient attention. Delivering bad news is a complex communication task that includes verbal and non-verbal skills, the ability to recognise and respond to patients' emotions and the importance of considering the patient environment such as culture and social level. How bad news is delivered can have consequences that may affect patients sometimes definitively.The goal of the project was to develop an online formative self-assessment tool for physicians to practice delivering bad news so as to minimize the deleterious effects of a poor way of disclosing bad news about a disease, whatever the disease.Methods: BReaking bAD NEws Tool (BRADNET) items were developed by using a review of the existing protocols and recommendations for delivering bad news and patient-physician communication assessment instruments and semi-structured interviews with patients and physicians. From this step, the themes were selected and then pooled before consensus on a good practices communication framework list. Items were then created from this list. To ensure that physicians found the BRADNET acceptable, understandable and relevant to their condition, the tool was refined by a working group of clinicians familiar with delivering bad news. The think-aloud approach was then used to explore the impact of the items and messages and why and how these messages could change physicians' relations with patients or how to deliver bad news. Finally, formative self-assessment sessions were constructed according to a double perspective of progression: a chronological progression of the disclosure of the bad news and the growing difficulty of items (difficulty concerning the expected level of self-reflection). Results:The good practices communication framework list consisted of 70 specific issues in breaking bad news pooled in 8 main domains: opening, preparing for the delivering bad news consultation, communication techniques, consultation content, attention, physician emotional management, shared decision making and relationship between the physician and the medical team. Following the construction of the items from this list, the items were extensively refined to make it more useful to the target audience.The BRADNET contains 71 items, each including a question, response options and a corresponding message. These 71 items were divided into 8 domains and assessed with 12 self-assessment sessions.2 Conclusion: The self-assessed training tool is Web-based. Its objective is to create a "space" for reflection. It contains items leading to self-reflection and messages introducing recommended communication behaviors. The interest in our approach lies in providing a distance-learning self-assessment tool that is not expensive and is more manageable and less time-consuming for physicians with often overwhelming schedules.

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“…Nurse educators use case scenarios, flexibility and peer communication, support, knowledge validation in e-learning approaches [37] . Interactivity, practice exercises, repetition and feedback improved learning outcomes [38] .…”

Section: Discussionmentioning

confidence: 99%

Exploring e-learning among nurse educators in undergraduate nursing

D’Souza

Karkada

Castro

2014

JNEP

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Background: Nurse educators' use blended learning pedagogy to support student centered learning in undergraduate curriculum. E-learning technology has been used to engage students in conceptual and experiential opportunities in higher education. Objective:The objective of the study was to explore the perceptions of use and satisfaction of e-learning (Moodle) among nurse educators in an undergraduate nursing curriculum. Methods:A cross-sectional research design was used among 50 nurse educators in undergraduate nursing in February 2010. Ethical approval was sought from the College ethics committee. A validated and reliable self-administered Faculty Satisfaction Survey was used to collect data. Inferential statistics was used to analyze the data.Results: Nurse educator's perceptions were divergent, acknowledging the benefits of moodle, while some of them expressed concerns regarding over-time, limited resources, increased workload, and poor technical support. Some of the nurse educators exhibited positive attitudes towards the pedagogical value of moodle in engaging students, while some lacked the confidence to embark on developing courses using moodle. Conclusion:The study showed a rising awareness of the use of e-learning among nurse educators and moderate satisfaction as a blending learning approach. Implication: Nurse educators may need to incorporate moodle in the teaching-learning at a self-directed pace, using flexibility and convenience for higher learning approaches.

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Instructional Design Variations in Internet-Based Learning for Health Professions Education: A Systematic Review and Meta-Analysis

Abstract: Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions. Evidence for other instructional variations remains inconclusive.

Cited by 456 publications

References 78 publications

Student Perceptions of a Flipped Pharmacotherapy Course

Student Perceptions of a Flipped Pharmacotherapy Course

Development of a Web-Based Formative Self-Assessment Tool for Physicians to Practice Breaking Bad News (BRADNET) (Preprint)

Exploring e-learning among nurse educators in undergraduate nursing

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