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- Title
Learning activities in an on-line Master of Medicine program: Student utilisation and facilitator perceptions.
- Authors
Morris, A.; Campbell, D.
- Abstract
Background: Internet-based medical education has rapidly expanded in receni years. The Discipline of Paediatrics and Child Health at the University of Sydney has offered an on-line Master of Medicine in Paediatrics since 2006, which was developed with the aim of integrating basic science knowledge with evidence-based medicine in clinical practice within paediatric medicine. This paper summarises our experience in the development and implementation of this novel e-learning course, with particular emphasis on facilitator feedback and objective measures of student participation. Method: Evaluation of the course was conducted during 2008 and 2009 and included a quantitative assessment of the time students spent interacting with this website, which consists of nine units of study. A survey of facilitator experience of the on-line discussion forum was conducted and common themes reported. Results: The mean ptoportion of student time spent using the discussion board was 35% (range 23-45 %), and 47% of student time was used accessing readings on-line, general information pages and the interactive clinical cases. Facilitators were most concerned with improving choice and wording of discussion topics that would be more likely to ptomote discussion amongst students, in order to meet learning objectives for each topic. Conclusion: We found that students actively participate in this fully on-line Master of Medicine course according to our expectations. The use of a semi-structured survey of clinician facilitators has been valuable in the ongoing development and refinement of the learning environment and has highlighted the importance of promoting on-line interaction between students and facilitators.
- Subjects
AUSTRALIA; PROJECT method in teaching; MASTER'S degree; MEDICAL education; MOBILE learning; STUDENT participation in curriculum planning
- Publication
Focus on Health Professional Education, 2012, Vol 14, Issue 1, p7
- ISSN
1442-1100
- Publication type
Article