ecases for blended delivery in a medical curriculum

18
eCases for blended delivery in a medical curriculum Steve Gallagher, Judith Swan, Linda Gulliver Faculty of Medicine, University of Otago.

Upload: steve-gallagher

Post on 19-Aug-2014

49 views

Category:

Education


0 download

DESCRIPTION

Presented at ANZAHPE 2014. Describes introduction of eCases to support face to face teaching in an integrated case programme in medicine at the Univeristy of Otago, new Zealand. Includes a short questionnairre for evaluating the online content targetting key dimensions for engagement. A paper based on this work is in preparation. If you wish to use the questions in this presentation, please cite this as: Gallagher, S., Swan, J., & Gulliver, L. (2014). eCases for Blended Delivery in a Medical Curriculum. Paper presented at the annual meeting of the Australian and New Zealand Association of Health Professional Educators.

TRANSCRIPT

Page 1: eCases for Blended Delivery in a Medical Curriculum

eCases for blended delivery in a medical curriculum

Steve Gallagher, Judith Swan, Linda Gulliver

Faculty of Medicine, University of Otago.

Page 2: eCases for Blended Delivery in a Medical Curriculum

Context

• At Otago– ELM (Years 2 and 3) has an Integrated Case

programme• Integrates medical sciences and other learning using

patient presentations– Each case comprises:• Preparation• Week 1 : small group tutorial• Independent Learning Activities• Week 2 : small group tutorial

Page 3: eCases for Blended Delivery in a Medical Curriculum

Why change?• Integrated cases require a certain base

knowledge to run effectively• Issues:– Varying levels of student preparation– Demands on tutors to fill gaps in specialist knowledge

• Ideas:– Increase learner control (flexibility)– Provide optional revision– Support individual and group learning

Page 4: eCases for Blended Delivery in a Medical Curriculum

Initiative• Build on 2013 pilot• Develop 4 eCases in 2014, in partnership with

ADInstruments.• Prep + Tutorial1 + IDL = eCase• Design activities that link to group activities in

Tutorial 2• This presentation reports on the first case

Page 5: eCases for Blended Delivery in a Medical Curriculum

PeArLs of wisdom1. How do we challenge medical students to think critically and

develop their clinical reasoning?

2. How do we blend eCase and face-to-face experiences cohesively?

3. How do we work with commercial partners?

• Clarity of roles• Partner with an organisation that cares as much

about quality as you do

• Careful sequencing of activities (funnel)

• Design linked activities

Page 6: eCases for Blended Delivery in a Medical Curriculum

Issues for discussion

• Student motivation

• Blending eCase to f2f tutorial

?

Page 7: eCases for Blended Delivery in a Medical Curriculum

Linda Gulliver Judith Swan Greg JonesSteve Gallagher Mairead Fountain

Page 8: eCases for Blended Delivery in a Medical Curriculum

• Review• Study• Apply• Widen

Page 9: eCases for Blended Delivery in a Medical Curriculum

Complete Preparation, eCase

Tutorial 1

Evaluation

Complete IDL

Complete Tutorial 2

Online survey (brief)

Full case evaluationFocus groups(analysis in progress)

Response Rate: approx 30%

Response Rate: 82%

Page 10: eCases for Blended Delivery in a Medical Curriculum

Measuring engagement

• Important to understand student reaction• “Did you like it” = not good enough• Derived measures of engagement, based on:

O'Brien, H. L., & Toms, E. G. (2008). What is user engagement? A conceptual framework for defining user engagement with technology. Journal of the American Society for Information Science and Technology, 59(6), 938-955.

Page 11: eCases for Blended Delivery in a Medical Curriculum

To what extent do you agree with these statements?

• I accessed the eCase material easily

• I felt motivated to complete the eCase material

• I could see the relevance of the material to my level of learning

• The eCase material was well presented

• The eCase helped me integrate scientific knowledge with patient experience

• I was able to complete Tutorial 1 in the estimated two hours

• I spent an appropriate / acceptable amount of time on the eCase

• I appreciated having flexibility about when I completed the eCase

• I felt I could access support if I had problems with the eCase

• I will revisit the eCase material after the CVS module

• I would like to have more eCases in ELM

Page 12: eCases for Blended Delivery in a Medical Curriculum

To what extent do you agree with these statements?

Access Relevance Well presented Integration Flexibility Support Revisit

Page 13: eCases for Blended Delivery in a Medical Curriculum

Overall, what worked well?

• The information provided was really informative.

• The patient interviews, consultant summaries, and audio

inputs were well presented and enjoyable.

• Giving suggested answers for the questions - was really

good to be able to see if you were on the right track.

• The flexibility we had of when to complete it.

• I thought it was interesting to put things into a clinical

context and follow through from the initial consultation to

treatment options.

Page 14: eCases for Blended Delivery in a Medical Curriculum

To what extent do you agree with these statements?

Motivation Two hours? Appropriate time More eCases

Page 15: eCases for Blended Delivery in a Medical Curriculum
Page 16: eCases for Blended Delivery in a Medical Curriculum

Overall, what could be improved• Cut down content that has been covered in other modules ….

such as the consultation aspects.

• It took bloody ages.

• IDL task was tedious.

• Time spent on the tutorial was far too much.

• Having e-cases is a good idea however I do prefer the tutorials

with my case tutor more.

• Didn’t like the lack of interactions in our tutorial groups and

with our tutor. There was less motivation to work through

eCase.

Page 17: eCases for Blended Delivery in a Medical Curriculum

Takeaways / Discussion

• On the whole, positively evaluated• Be careful about timing (amount and

proximity to lectures)• Integration and relevance• Delivering this takes effort and time

• Managing expectations?

Page 18: eCases for Blended Delivery in a Medical Curriculum

Acknowledgements• Grant Butt, Director Early Learning in Medicine• Greg Jones, Cardiovascular Convenor• Gerry Wilkins, Consultant Cardiologist• Tony Barrett, Medical Education Advisor• Phil Blyth, Senior Lecturer in eLearning• All at ADInstruments, especially Mairead Fountain• Students and Tutors• Our amazing patients

Contact: [email protected] [email protected] [email protected]