Integration of e-learning resources into a medical school curriculum

Background: E-learning has the potential to make important contributions to medical education, but there has been limited study of a blended approach in which the digital resources are introduced alongside traditional teaching methods such as lectures. Methods: We describe the successful embedding of an e-learning resource into 3 of the 5 weeks of cardiovascular system teaching for 164 first-year medical students by providing scheduled slots in the timetables. A questionnaire completed by the students at the end of the 5 weeks had a response rate of 66%. Students varied in how they made use of the resource, some systematically working through it and others browsing and studying sections felt to be personally most relevant. Results: Almost all (96%) rated the e-learning resources as probably or definitely of value: they particularly valued interactive activities, animations, video demonstrations, video clips of experts and self-assessment exercises. Graduate students had a significantly more favourable assessment of the e-learning resources than their undergraduate colleagues, while female students felt the value in supporting existing learning opportunities more strongly than male students. Conclusions: It should not be assumed that all students will choose to use an e-learning resource in the same way and instructional design should enable alternative approaches. The sequence in which the e-learning resource is used in relation to the other learning opportunities, such as lectures and PBL group discussions, may be important and merits further consideration. The experiences reported in this study provide encouragement and pointers for others engaged in the integration of e-learning in their curriculum.

[1]  Charles D. Dziuban,et al.  Blended Learning: Research Perspectives , 2007 .

[2]  H. Cameron,et al.  Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30 , 2007, Medical teacher.

[3]  R. Mayer,et al.  Multimedia Learning: Frontmatter , 2001 .

[4]  Richard E. Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[5]  David Richard Moore,et al.  E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning , 2006 .

[6]  R M Harden,et al.  Myths and e-learning. , 2002, Medical teacher.

[7]  Ronald M Harden,et al.  Planning and implementing an undergraduate medical curriculum: the lessons learned , 2003, Medical teacher.

[8]  Stephen J. Bostock *,et al.  Gender in student online discussions , 2005 .

[9]  David A Cook,et al.  Where are we with Web-based learning in medical education? , 2006, Medical teacher.

[10]  C. Dziuban.  Blended learning enters the mainstream , 2006 .

[11]  K. Masters,et al.  AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment , 2008, Medical teacher.

[12]  R M Harden,et al.  An international virtual medical school (IVIMEDS): the future for medical education? , 2002, Medical teacher.

[13]  D. Cook,et al.  Internet-based learning in the health professions: a meta-analysis. , 2008, JAMA.

[14]  Kaye Thorne,et al.  Blended Learning: How to Integrate Online and Traditional Learning , 2003 .

[15]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[16]  Ronald M. Harden,et al.  AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education , 1999 .

[17]  J. Shumway,et al.  AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician , 2003, Medical teacher.

[18]  Curtis J. Bonk,et al.  The Handbook of Blended Learning: Global Perspectives, Local Designs , 2005 .

[19]  Marc Prensky,et al.  Don't bother me, Mom, I'm learning! , 2006 .

[20]  Alan James Salmoni,et al.  Online collaborative learning: Quantifying how people learn together online , 2008, Medical teacher.

[21]  Frank Sullivan,et al.  The International Virtual Medical School: no science fiction , 2005, BMJ.

[22]  Deborah G Murdoch-Eaton,et al.  Alternative learning environments: what do they contribute to professional development of medical students? , 2002, Medical teacher.