Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

OBJECTIVE UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations. METHODS The programme was part of an undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods--a large group setting, small groups with a facilitator, and as part of distance learning while on community placement. The evaluation included analysis of their coursework marks, a self-completed evaluation questionnaire, and small group discussions. RESULTS Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range. CONCLUSION The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development. PRACTICE IMPLICATIONS All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools.

[1]  J. Kai,et al.  Cross‐cultural communication in medicine: questions for educators , 2001, Medical education.

[2]  E. Lemaire,et al.  A comparison between three electronic media and in-person learning for continuing education in physical rehabilitation , 2003, Journal of telemedicine and telecare.

[3]  Z. Miedzybrodzka,et al.  Teaching undergraduates about familial breast cancer: comparison of a computer assisted learning (CAL) package with a traditional tutorial approach , 2001, European Journal of Human Genetics.

[4]  J. D. Donnison-Speijer,et al.  Assessment of medical communication skills by computer: assessment method and student experiences , 2004, Medical education.

[5]  Kevin Kavanaugh,et al.  A randomized trial comparing digital and live lecture formats [ISRCTN40455708 , 2004, BMC medical education.

[6]  P. Sönksen,et al.  Computer assisted learning is an effective way of teaching endocrinology , 2001, Clinical endocrinology.

[7]  J. Pereira,et al.  Effectiveness of using blended learning strategies for teaching and learning human anatomy , 2007, Medical education.

[8]  L. Meeuwesen,et al.  The effect of educational intervention on intercultural communication: results of a randomised controlled trial. , 2005, The British journal of general practice : the journal of the Royal College of General Practitioners.

[9]  Vikram Jha,et al.  'Ten golden rules' for designing software in medical education: results from a formative evaluation of DIALOG , 2002, Medical teacher.

[10]  M. Arends,et al.  Medical student appraisal of interactive computer‐assisted learning programs embedded in a general pathology course , 2000, The Journal of pathology.

[11]  S. Azer.  A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course. , 2005, Advances in physiology education.

[12]  O. Harlem,et al.  TOMORROW'S DOCTORS , 1972 .

[13]  M. Bloor,et al.  Focus Groups in Social Research , 2000 .

[14]  S. Vaughn,et al.  Focus Group Interviews in Education and Psychology , 1996 .

[15]  Robin Ford,et al.  Breaking bad news: an interactive web‐based e‐learning package , 2007 .

[16]  Jane Frankland,et al.  Focus groups in social research: Introducing qualitative methods , 2001 .

[17]  F. Platt,et al.  Field Guide to the Difficult Patient Interview , 1999 .

[18]  Martyn Lewis,et al.  Cluster randomized controlled trial of the impact of a computer-assisted learning package on the learning of musculoskeletal examination skills by undergraduate medical students. , 2005, Arthritis and rheumatism.

[19]  J. Kai,et al.  Wrestling with ethnic diversity: toward empowering health educators , 2001, Medical education.

[20]  Edward Mamary,et al.  Promoting self-directed learning for continuing medical education , 2003, Medical teacher.

[21]  R. Leipzig,et al.  The impact of E-learning in medical education. , 2006, Academic medicine : journal of the Association of American Medical Colleges.

[22]  R. Harden.  A new vision for distance learning and continuing medical education , 2005, The Journal of continuing education in the health professions.

[23]  T Greenhalgh,et al.  Computer assisted learning in undergraduate medical education , 2001, BMJ : British Medical Journal.

[24]  Mark Dziegielewski,et al.  Development and evaluation of a computer-assisted learning module on glomerulonephritis for medical students , 2002, Medical teacher.

[25]  Margaret Denny,et al.  The use of computer assisted technology to enhance student psychiatric nurses learning during a practice placement. , 2003, Nurse education in practice.

[26]  F. Lau,et al.  A Review of e-Learning Practices for Undergraduate Medical Education , 2004, Journal of Medical Systems.

[27]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[28]  R. Weber.  Basic Content Analysis , 1986 .

[29]  G. Pachev,et al.  Comparison of computer‐assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience) , 2004, Medical education.

[30]  N. Dogra,et al.  Teaching of cultural diversity in medical schools in the United Kingdom and Republic of Ireland: cross sectional questionnaire survey , 2005, BMJ : British Medical Journal.

[31]  J. Herrin,et al.  Comparison of directed and self‐directed learning in evidence‐based medicine: a randomised controlled trial , 2005, Medical education.

[32]  R M Harden,et al.  Evolution or revolution and the future of medical education: replacing the oak tree , 2000, Medical teacher.

[33]  Simpson,et al.  Development and integration of CAL: a case study in medicine , 1999, Medical education.

[34]  Jodi Aronson.  A Pragmatic View of Thematic Analysis , 1995 .