Leveraging e-Learning in Medical Education

Lewis, Kadriye O.; Cidon, Michal; Seto, Teresa L.; Chen, Haiqin; Mahan, John D.

doi:10.1016/j.cppeds.2014.01.004

Cited by 123 publications

(116 citation statements)

References 29 publications

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“…Because the process of curricular development will represent a substantial time commitment, institutional and organization support for faculty development is essential. 42,75 A lack of knowledge is frequently cited as the reason that faculty do not address sexuality in education; this is a deficit in need of correction. 19 A willingness to adapt to the learning styles of the current generation of medical students is key to successful outcomes in education.…”

Section: Learning Strategiesmentioning

confidence: 99%

“…Web-based materials also permit interaction between learners. 42 Of course, educator involvement will be required for the creation of material and discussion of nuances; the teacher will not be replaced by a software program or app. However, the important position of electronic learning media in medical education cannot be overemphasized.…”

Section: Learning Strategiesmentioning

confidence: 99%

“…20,23 Attitudes and motivation have been shown to be critical components in adult learning; hence, instilling an attitude of interest in the patient's sexual well-being is an essential goal. 41,42 Knowledge refers to an understanding of the biopsychosocial foundations of human sexuality. 38 Clearly, it is essential to have a scientific foundation in biological aspects of human sexuality.…”

Section: Curriculum Developmentmentioning

confidence: 99%

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Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Shindel

Baazeem

Eardley

et al. 2016

The Journal of Sexual Medicine

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Introduction This article explores the evolution and current delivery of undergraduate medical education in human sexuality. Aim To make recommendations regarding future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. Methods The existing literature was reviewed for sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. Main Outcome Measures The prevailing theme of most publications in this vein is that sexuality education in undergraduate medical education is currently not adequate to prepare students for future practice. Results We identified components of the principles of attitudes, knowledge, and skills that should be contained in a comprehensive curriculum for undergraduate medical education in human sexuality. Management of sexual dysfunction; lesbian, gay, bisexual, and transgender health care; sexuality across genders and lifespan; understanding of non-normative sexual practices; sexually transmitted infections and HIV, contraception; abortion; sexual coercion and violence; and legal aspects were identified as topics meriting particular attention. Conclusion Curricula should be integrated throughout medical school and based on principles of adult learning. Methods of teaching should be multimodal and evaluations of student performance are critical. To realize much of what needs to be done, faculty development is critical. Thus, the ISSM can play a key role in the provision and dissemination of learning opportunities and materials, it can promote educational programs around the world, and it can articulate a universal curriculum with modules that can be adopted. The ISSM can create chapters, review documents, slide decks, small group and roleplay topics, and video-recorded materials and make all this material easily available. An expert consensus conference would be needed to realize these recommendations and fulfill them.

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Section: Learning Strategiesmentioning

confidence: 99%

Section: Learning Strategiesmentioning

confidence: 99%

Section: Curriculum Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Shindel

Baazeem

Eardley

et al. 2016

The Journal of Sexual Medicine

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“…E-learning, also called computer-based learning, online learning or web-based learning, is a ubiquitously used technology in higher education [1][2][3]. E-learning comprises internet-based, interactive and asynchronous teaching and learning tools.…”

Section: Introductionmentioning

confidence: 99%

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

Degerfält

Sjöstedt

Fransson

et al. 2016

International Journal of Radiation Oncology*Biology*Physics

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Background: E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014. Results:The total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering 438 themes. A total of 490 programs were completed by the trainees. The European Credit Transfer and Accumulation System (ECTS; 1 ECTS point equals 0.60 US College Credit Hours) points varied across the educational programs from 0.7 to 30.0, corresponding to a duration of full-time studies ranging between 15 to 900 h (0.4-24 weeks) per program. The total number of ECTS points for the trainee cohort, was 20,000 corresponding to 530,000 full-time academic hours or 324.0 standard academic working years. The overall drop-out rate, across professions and programs, was 10.6% (499/4693). The lowest drop-out rate was seen for RNs (4.3%; P < 0.0001). Self-reported evaluation questionnaires (2008)(2009)(2010)(2011)(2012)(2013)(2014) were completed by 72.1% (2642/3666) of the trainees. The programs were overall rated, on a 5-categorical scale (5 = excellent; 1 = very inferior), as excellent by 68.6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders. Conclusions:This descriptive study, performed in a lengthy timeframe, presents high-volume data from multiprofessional, oncological E-learning programs. While the E-learning paradigm, across professions, seems to have been well received, it is imperative that prospective studies, benchmarking against traditional training methods, are carried out, examining the hypothesized didactic value of our E-programs.

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“…plataforma computadorizada e a criação da chamada instrução assistida por computador (CAI) que focou principalmente em abordagens automáticas baseadas em textos para matemáticas e instrução linguística nas escolas de ensino médio (Suppes;Morninstar, 1969 conteúdos científicos e académicos associados em alta resolução multimídia indexados em servidores ligados em rede (Lewis et al, 2014;Treleasse, 2016). Na área da educação na saúde o uso da Web foi crescendo exponencialmente, e dentro das primeiras propostas do uso da Web neste campo pode ser citado o Digital Anatomist Project, (Bradley et al, 1995).…”

Section: Um Dos Primeiros Esforços Na Tentativa De Inclusão Dos Compuunclassified

Impacto de um modelo 3D da formação e progressão de lesões de cárie como objeto de aprendizagem no treinamento/ensino de alunos de graduação de diferentes contextos, na detecção de lesões de cárie utilizando o ICDAS: estudo multicêntrico controlado randomizado

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Leveraging e-Learning in Medical Education

Cited by 123 publications

References 29 publications

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

Impacto de um modelo 3D da formação e progressão de lesões de cárie como objeto de aprendizagem no treinamento/ensino de alunos de graduação de diferentes contextos, na detecção de lesões de cárie utilizando o ICDAS: estudo multicêntrico controlado randomizado

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