Medical education via the internet: not just the preserve of exam takers

Webber, Robyn

doi:10.1136/pgmj.2006.054684

Cited by 4 publications

(1 citation statement)

References 3 publications

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“…Many studies have documented that web-based delivery of the curriculum is cost-effective because it is easy to update, disseminate and retrieve the learning material. [1][2][3][4] The shift of Ian Donald Inter-University School of Medical Ultrasound to webbased online teaching and learning has experienced many barriers to the faculty, which will be discussed in this article. Challenges include faculty time spent in development of learning modules, quality assurance, costs and technical problems.…”

Section: 5005/jp-journals-10009-1327mentioning

confidence: 99%

Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning?

2014

Donald School Journal of Ultrasound in Obstetrics and Gynecology

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This paper repots the findings of a survey performed at Ian Donald Inter-University School of Ultrasound to evaluate the technology readiness of the faculty for distance learning. Of 75 potential respondents, 55 participants completed the survey with a response rate of 73.3%. The 20 item survey was created and approved by Ian Donald IRB. The survey was administered online by Donald School central office between December 01, 2012 and January 31, 2013, using an anonymous format. Majority of the respondents were experienced users of computer technology. Fifty (90.9%) faculty members consider transferring their curriculum into an online distance learning curriculum. No respondents believe that the only way to teach is onsite teaching. Fifty (90.9%) faculty feel comfortable in communicating with their learners entirely through electronic communication (emails, website and/or chat-room). Forty eight (87.3%) faculty are willing to complete an orientation and training workshop in order to be better prepared for distance learning. Fifty one (92.7%) respondents are ready to invest time in professional development which will enable them to gain technical skills and participate in Ian Donald School distance learning program. Budget, introduction of learning management system and support services are identified as the barriers to develop and implement Donald School distance education.Assessing the readiness of faculty to participate in distance learning program is an essential step to address faculty needs and concerns in order to be adequately prepared for introduction of novel teaching modalities.

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Section: 5005/jp-journals-10009-1327mentioning

confidence: 99%

Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning?

2014

Donald School Journal of Ultrasound in Obstetrics and Gynecology

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Determining Faculty and Student Readiness for an Online Medical Curriculum

Mantilla

Lewis

2012

Med.Sci.Educ.

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Introduction: The dynamic nature of the Internet offers new opportunities for medical learners by presenting several key advantages for the dissemination of medical curricula online. The purpose of this study was to determine technical and pedagogical readiness of faculty and students for the feasibility of offering online medical courses. Methods: This case study was conducted on the main campus of the Universidad San Francisco de Quito (Ecuador) using both quantitative and qualitative methods of inquiry. Data were gathered using online readiness surveys of faculty (10) and students (25), semi-structured interviews with each faculty member, and a focus group interview of eight students. Results: Based on the descriptive statistics and thematic content analysis, faculty and students had positive attitudes toward online courses and overall were prepared in technological readiness. However, the faculty's knowledge about online teaching pedagogy and instructional design was insufficient. The results also showed several positive aspects of assessing readiness for online education and provided key information for developing solutions to the problems and challenges faculty and students may face in initiating online medical education. Time and budget were reported as the two biggest barriers to develop and implement online courses. Conclusion: Assessing the readiness of faculty and students to participate in online instruction can be challenging, but it is an essential step to get each individual's input to address common needs and concerns. This process is very helpful in identifying critical success factors, choosing the right approach and applying timely strategies to ensure smooth transitions to new teaching and learning modalities.

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