BMJ Learning Recent developments

andfuture directions

Dr. Kieran WalshBMJ Learning

November 2008

This talk will cover

• Experiences in other countries• Customisation• Editorial strategy• Partnerships• Future directions• Authoring and commissioning modules

Experiences in other countries

• 10’s of countries throughout the world • New Zealand• Saudi Arabia • International channel

BMJ Learning and customised websites

• We could create a customised channel for you and/or your clinicians

BMJ Learning and customised websites

A customised channel could contain: • a home page – which you could control and change

as you saw fit • a modules page – you could populate the site with

learning modules• a plan and record• an about assessment page• a curriculum and competencies page – you could

control this.

Any site could be co-branded.

BMJ Learning and customised websites

You can be as involved as you like in the creation of a customised channel. • You may choose a light touch approach where you

change only the text on the home page at set intervals• Or you may choose a more hands on approach

where you would be responsible for content creation according to a fixed template and the text of all the web pages

BMJ Learning and customised websites

Division of responsibilities

• Who would do what - we would also need to decide on ownership and governance

Basic Customization of BMJ Learning for the RNZCGP

Front Page news or announcements can be changed Logo can be integrated

Logo can be integrated on each page

Logo can be integrated on each page

Curriculum and assessment can include local details about your specific curriculum in New Zealand and how and if you make assessments. At the moment you can see this covers the UK GP curriculum but we can change this to information on New Zealand which you can decide upon

Logo can be integrated on certificate page or text

Reporting

• Number of visitors• Number of hits• Number of modules accessed • Improvement in scores • Feedback • Who did what• Increasing sophistication

BMJ Learning and customised websites

Learning channel

• More ambitious• Not like starting from scratch• Collaboration - using knowledge and skills on

both sides

BMJ Learning and customised websites

Learning channel - More ambitious- Not like starting from scratch- Collaboration - using knowledge and skills on both sides

BMJ Learning and customised websites

Learning channel - More ambitious- Not like starting from scratch- Collaboration - using knowledge and skills on both sides

BMJ Learning and customised websites

Learning channel - More ambitious- Not like starting from scratch- Collaboration - using knowledge and skills on both sides

BMJ Learning and customised websites

Learning channel - More ambitious- Not like starting from scratch- Collaboration - using knowledge and skills on both sides

Editorial strategy

The goal of BMJ Learning

To become to best available provider of high quality interactive and independent learning resources for a wide number of interdisciplinary health professional audiences.

Current statusBMJ Learning provides a wide variety of online learning resources to cater for learners with different learning styles. It provides:

• Interactive case histories (these involve a pre-test, a number of interactive case presentations and a post-test)

• Just in time learning resources (these are evidence based reviews with assessment questions at the end)

• Read reflect respond learning resources (these are reflective type modules about ethical issues or professionalism)

• BMJ Masterclass highlights (these are a series of radio interviews with speakers from BMJ Masterclass – our face-to-face learning events)

• Multimedia modules (these contain state of the art multimedia and interactivity).

Processes for deciding on content

We decide what topics to publish modules on according to two processes:

• Needs assessment • Curriculum-led services • We work with a wide variety of health professionals to

help us decide on CME content. This includes working GPs, medical educationalists, speciality journal editors and academic leaders.

Processes for deciding on content (2)

• “hot topics”• the BMJ itself• monthly specialist journals • BMJ Clinical Evidence • external resources: national and international

guidelines, national service frameworks, other journals.

The future

• Critical mass of content so that we can provide learners with a one stop shop targeted resource

• The needs of our core audience GPs and GP trainees and also general physicians within hospital medicine and foundation doctors

• The needs of new audiences- Prehospital care- Emergency medicine physicians - Other specialists (journal related CME)- Medical students

The future

New types of content

• Video procedures• Emergency videos • Non-clinical – leadership• New assessment formats – EMQs

Product

• Target audience - Size of audience - Usage - Needs - Strengths and weakness of current offering

• Desirable areas to cover• Impact – evaluation – research

Strategy in action? Asthma

• Asthma in adults: diagnosis - Just in time

• Asthma in adults: management - Just in time

• Childhood asthma - Just in time

• Acute asthma - Interactive case history

• Chronic severe asthma - Just in time

• Occupational asthma - Interactive case history

• Running an asthma clinic – Read reflect respond

• Masterclass highlight respiratory medicine – Podcast

• Simulation centre – Multimedia

• User feedback• Needs assessment • Usage• Guidelines/frameworks• Outcomes – practice

change • Curricula• Educational theory• Technology• Experiment• Evaluation – research

Authoring modules

• Good for channel partners

• Good for individual doctors (case series of weight loss)

Authoring modules

• Fixed template • Author • Peer review • Sign off • Local issues

Authoring modules

• New Zealand first

• Team of experts

• Advice and light touch editorial work from BMJ

• As much or as little as you want

Thank you