Introducing HEAL

Candler, Chris; Uijtdehaage, Sebastian; Dennis, Sharon E.

doi:10.1097/00001888-200303000-00002

Cited by 44 publications

(9 citation statements)

References 5 publications

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“…Therefore, when designing an educational website, plans should include how the website is to be maintained over time and how often content should be updated [11]. Planning for long-term resource commitment to the website, not only for day to day operations and future website enhancements, but also a mechanism for updating educational content, should be considered as any new website is developed [14,17]. …”

Section: Discussionmentioning

confidence: 99%

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How to improve medical education website design

2010

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BackgroundThe Internet provides a means of disseminating medical education curricula, allowing institutions to share educational resources. Much of what is published online is poorly planned, does not meet learners' needs, or is out of date.DiscussionApplying principles of curriculum development, adult learning theory and educational website design may result in improved online educational resources. Key steps in developing and implementing an education website include: 1) Follow established principles of curriculum development; 2) Perform a needs assessment and repeat the needs assessment regularly after curriculum implementation; 3) Include in the needs assessment targeted learners, educators, institutions, and society; 4) Use principles of adult learning and behavioral theory when developing content and website function; 5) Design the website and curriculum to demonstrate educational effectiveness at an individual and programmatic level; 6) Include a mechanism for sustaining website operations and updating content over a long period of time.SummaryInteractive, online education programs are effective for medical training, but require planning, implementation, and maintenance that follow established principles of curriculum development, adult learning, and behavioral theory.

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Section: Discussionmentioning

confidence: 99%

“…Unfortunately, many curricula published online do not follow principles of curriculum development, established learning principles, or use a systematic approach to education [6-13]. Much of what is published online is poorly planned, difficult to adapt to unanticipated needs, and is out of date [14]. …”

Section: Introductionmentioning

confidence: 99%

How to improve medical education website design

2010

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“…Although few at present, such repositories offer a vision of expanded access to a large number of high‐quality, peer‐reviewed, sharable e‐learning materials. Multidisciplinary examples include the AAMC MedEdPortal, 7 the HEAL, 17 and the Multimedia Educational Resource for Learning and Online Teaching 18…”

Section: The Consortium Of E‐learning In Geriatrics Instructionmentioning

confidence: 99%

The Consortium of E‐Learning in Geriatrics Instruction

Ruiz

Teasdale

Hajjar

et al. 2007

J American Geriatrics Society

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This paper describes the activities of the Consortium of E-Learning in Geriatrics Instruction (CELGI), a group dedicated to creating, using, and evaluating e-learning to enhance geriatrics education. E-learning provides a relatively new approach to addressing geriatrics educators' concerns, such as the shortage of professionals trained to care for older people, overcrowded medical curricula, the move to transfer teaching venues to community settings, and the switch to competency-based education models. However, this innovative education technology is facing a number of challenges as its use and influence grow, including proof of effectiveness and efficiency. CELGI was created in response to these challenges, with the goal of facilitating the development and portability of e-learning materials for geriatrics educators. Members represent medical and nursing schools, the Department of Veterans Affairs healthcare system, long-term care facilities, and other institutions that rely on continuing streams of quality health education. CELGI concentrates on providing a coordinated approach to formulating and adapting specifications, standards, and guidelines; developing education and training in e-learning competencies; developing e-learning products; evaluating the effect of e-learning materials; and disseminating these materials. The vision of consortium members is that e-learning for geriatric education will become the benchmark for valid and successful e-learning throughout medical education.

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“…This information then serves as the needs assessment for the next round of curricular revision. Many online curricula, however, do not include outcomes assessment and risk becoming out of date [4,6]. Since a curriculum’s goals and objectives will likely evolve over time as learning needs change, these rounds of outcomes assessment, needs assessment, and curriculum revision become important to the long-term success of a curriculum [2].…”

Section: Introductionmentioning

confidence: 99%

Learner feedback and educational outcomes with an internet-based ambulatory curriculum: a qualitative and quantitative analysis

et al. 2012

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BackgroundOnline medical education curricula offer new tools to teach and evaluate learners. The effect on educational outcomes of using learner feedback to guide curricular revision for online learning is unknown.MethodsIn this study, qualitative analysis of learner feedback gathered from an online curriculum was used to identify themes of learner feedback, and changes to the online curriculum in response to this feedback were tracked. Learner satisfaction and knowledge gains were then compared from before and after implementation of learner feedback.Results37,755 learners from 122 internal medicine residency training programs were studied, including 9437 postgraduate year (PGY)1 residents (24.4 % of learners), 9864 PGY2 residents (25.5 %), 9653 PGY3 residents (25.0 %), and 6605 attending physicians (17.0 %). Qualitative analysis of learner feedback on how to improve the curriculum showed that learners commented most on the overall quality of the educational content, followed by specific comments on the content. When learner feedback was incorporated into curricular revision, learner satisfaction with the instructive value of the curriculum (1 = not instructive; 5 = highly instructive) increased from 3.8 to 4.1 (p < 0.001), and knowledge gains (i.e., post test scores minus pretest scores) increased from 17.0 % to 20.2 % (p < 0.001).ConclusionsLearners give more feedback on the factual content of a curriculum than on other areas such as interactivity or website design. Incorporating learner feedback into curricular revision was associated with improved educational outcomes. Online curricula should be designed to include a mechanism for learner feedback and that feedback should be used for future curricular revision.

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Introducing HEAL

Cited by 44 publications

References 5 publications

How to improve medical education website design

How to improve medical education website design

The Consortium of E‐Learning in Geriatrics Instruction

Learner feedback and educational outcomes with an internet-based ambulatory curriculum: a qualitative and quantitative analysis

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