Twelve tips for authoring on-line distance learning medical post-registration programmes

Curry, Margaret; Smith, Liz

doi:10.1080/01421590500087175

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…1 From 2003 to 2005, twenty-three articles were published in the Journal of Dental Education that described e-curriculum applications in dental school curricula. 1, From this literature and other sources, [25][26] a number of benefits of e-curriculum have been proposed (see Figure 1). A meta-analysis of 254 studies by Kulik and Kulik in 1991 indicated that computer-assisted instruction, in comparison with conventional lecture-based training, provided small learning gains (on the order of 0.3 standard devia-E lectronic curriculum, or e-curriculum, refers to computer-based learning including providing students with educational materials on DVD, online courses, electronic mechanisms to search the literature, email, and various applications of information technology including providing laptops to students, use of computer-based simulations in preclinical lab, PDAs, multimedia projection systems, and wireless classrooms.…”

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confidence: 99%

What Do Dental Students Think About Mandatory Laptop Programs?

Hendricson

Eisenberg

Guest

et al. 2006

Journal of Dental Education

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In spite of efforts by many dental schools to provide information technology resources for students, only a handful of studies have been conducted to determine what dental students think about these initiatives. There are no reports in the literature describing students' perceptions of mandatory laptop programs, which are now being implemented by at least 25 percent of North American dental schools. In schools that have implemented laptop programs, students are required either to enroll with their own laptops that meet specifications or to purchase a laptop from the school at matriculation. In some schools, students are also required to purchase curriculum support software that is bundled with the laptop. This study was conducted to determine students' opinions at U.S. dental schools with mandatory laptop programs about these aspects of this information technology initiative: frequency of use, perceived necessity of use, note-typing during lectures, effectiveness of training, influence on study habits, benefits, implementation problems, added value in relation to added tuition costs, impact on quality of dental education, overall rating of the laptop experience, and impact of the laptop on use of other electronic curriculum resources. Responses of students at schools that purchased packaged curriculum support software from a commercial vendor were compared with students' responses at schools where faculty provided their own educational software. Responses were also compared among freshmen, sophomores, and upperclassmen in a cross-sectional sample. In 2004, approximately 800 dental students at fourteen dental schools responded to eleven questions that requested their impressions and evaluation of mandatory laptop programs and associated educational software. These questions comprised one section of the IREC Students' Questionnaire (IREC=Institutional Readiness for Electronic Curriculum) that assessed students' perceptions of various aspects of information technology at their schools. The majority of students (63 percent) reported that the laptop and associated software were not essential for successful performance in their courses primarily because few instructors had modified their courses to take advantage of laptop capacities. Slightly more than half of the students reported their training was good or excellent, but felt that classroom-based "one size fits all" training was not effective. Less than 15 percent of the students reported that they had made substantial changes in their study habits as a consequence of the laptop program. The benefits perceived by students were primarily related to enhanced email communication with classmates and instructors and convenient access to the Internet and teachers' PowerPoint presentations. Implementation barriers included the inconvenience of carrying laptops to classes, lack of incentive to use the laptop and software because instructors did not require it, and poor quality software. Only 32 percent of students agreed that the value of the laptop and associated software ...

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confidence: 99%

What Do Dental Students Think About Mandatory Laptop Programs?

Hendricson

Eisenberg

Guest

et al. 2006

Journal of Dental Education

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“…Curry et al . [ 47 ] and Olson et al . [ 20 ] emphasized the importance of selecting e-learning authors based on subject matter expertise.…”

Section: Resultsmentioning

confidence: 99%

“…Cook et al [ 50 ] identified potential barriers to implementation, and Olson et al [ 20 ] advised readers to develop a marketing plan for reaching end users. Curry [ 47 ], Wong [ 51 ], and Sowan [ 39 ] advocated efficient e-learning that saves the user time, compared with other forms of learning. Design: This depends on a series of difficult choices that include the types of hardware and software that best fit end-users’ needs .…”

Section: Resultsmentioning

confidence: 99%

“…Problem-based learning was favoured by 13 articles as the best way to incorporate motivation and better understanding [ 7 , 15 , 40 , 43 , 46 – 48 , 52 , 56 – 60 ]. Introducing interactivity to encourage higher-order thinking was also important ( n = 16 articles) [ 23 , 36 , 39 – 41 , 45 – 47 , 51 , 52 , 56 – 59 , 61 ]. The user should be provided with time and impetus to learn with as little stress as possible and made responsible for the learning process to create a feeling of belonging, and the platform should provide learning exercises [ 7 , 41 , 46 , 48 , 61 ].…”

Section: Resultsmentioning

confidence: 99%

“…The user should be provided with time and impetus to learn with as little stress as possible and made responsible for the learning process to create a feeling of belonging, and the platform should provide learning exercises [ 7 , 41 , 46 , 48 , 61 ]. Learning modules should end with summaries, consist of short paragraphs, state a timeline, and use milestones [ 23 , 36 , 39 , 41 , 43 , 44 , 46 , 47 , 49 , 50 , 59 ]. Lewis et al [ 52 ] emphasized the use of educational standards, and most other articles suggested using cognitive load principles.…”

Section: Resultsmentioning

confidence: 99%

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Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Leeuw¹,

Westerman

Nelson

et al. 2016

BMC Med Educ

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BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

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