online collaborative and interactive learning program for hospitals

Reynaldo O. Joson, MD, MHA, MHPEd, MSc SurgNovember 19, 2013

0800 – 1000 HUP College of Public Health

Online Collaborative & Interactive Learning Program for Hospitals

What is an online collaborative and interactive learning (OCIL) program in a hospital setting?

• learning program being conducted in a hospital• conducted online, using either the Internet or

intranet• with learning being effected collaboratively with

online interaction not only among the learner-participants but also with the facilitator


Online communication and interaction can be done through •emails (particularly group emails, such as the Yahoo egroups or Gmail group emails in the Internet or emails in the intranet of a hospital) •online real-time conference or chatting


Lot of FREE information technologies in Internet that can be tapped for online collaborative and

interactive learning

Websites and webpages and blogs Facebook and Twitter


Learning program in OCIL - there must be a formulated and agreed upon learning curriculum or learning plan with specified objectives, contents, learning activities, and evaluation methods.


The learning program can be on any topics as long as they are relevant to the activities of a hospital.

It can be part of the continuing education program for the staff of the hospital or it can arise from a training need assessment of staff.

What are the rationale, driving forces, and benefits of an OCIL program in a hospital setting?

In all hospitals, there must be a formal education and training program for all the staff for purposes of maintaining and improving quality services.


The education and training program can be conducted either using the face-to-face mode or distance mode or combination of both modes.


Currently, most hospitals in the Philippines just use the face-to-face mode in conducting their education and training program.

Very few, if not at all, use the distance mode, despite the easy access nowadays to teleconference, telemedicine, Internet, and other information technologies.

The OCIL program is a kind of distance mode of conducting education and training in a hospital setting.


In a face-to-face education and training mode, as commonly experienced in the Philippines, •significant unwanted waiting time for all the participants to arrive for the facilitator to start the learning session•lot of participants usually do not arrive on time despite the notice and appeal for arriving on time•learning sessions usually do not end on time


The consequence is an extended time spent for the hospital staff, either as participant or facilitator, in participating in a face-to-face education and training mode because the learning session started late and ended late.

The extended time may impinge on the other activities the hospital staff has to do for the day.


In OCIL, unless it is done as a real-time teleconference or chat meeting that requires all participants to be in front of their computers at an agreed time, there is NO unwanted waiting time that will impinge on the other day-to-day activities of the hospital staff as the latter is given flexibility in doing his study, learning, and online interactions during his free time.


In a hospital setting,because of the need to man service posts all the time, it is difficult, if not impossible, to have all the staff from the same specialty unit, attend a one-time face-to-face education and training schedule all at the same time.


For the education and training program to cover all the staff from the same specialty unit,

multiple schedules will have to be set up to accommodate those who cannot attend the initial schedule.


With OCIL, unless it is done as a real-time teleconference or chat meeting that requires all participants to be in front of their computers at an agreed time, unless also there is a limit to the number of participants, because of the flexibility in the time schedule in doing the study, learning, and online interactions, one schedule of learning sessions can be done and can cover all staff from the same specialty unit.


The face-to-face learning session usually has a limited time duration, say 2 hours, one day, etc.

With OCIL, more time is usually allotted for the learning session, say 3 days to 7 days.


Because of time constraint, opportunity for interactions among the learners in the face-to-face mode is usually less than that afforded by the OCIL.

With more interactions, there will be more participative and collaborative learning.


In the face-to-face learning session, interactions that contribute to collaborative learning are usually not recorded and documented as they are verbally given. In OCIL, the interactions are recorded.

Thus, learners, the facilitator included, can always look at the recorded interactions in OCIL anytime for review, refinement, and reinforcement of learning.

Recommendations:

For all the benefits of OCIL mentioned above and other benefits, such as lesser costs and more effective learning, add online collaborative and interactive learning (OCIL) to the usual face-to-face learning mode in the education and training program for all staff of the hospital.

In the long-term, target a proportion of more OCIL than face-to-face learning mode.

ROJOSON’s Sharing of Experience on OCIL:

A Summative Evaluation of Online Collaborative and Interactive Learning on Admitting Service of a

Medical CenterReynaldo O. Joson, MD, MHA, MHPEd, MSc Surg

June, 2011

Objectives of OCIL_AdmS

Primer on an Admitting Service of a Medical CenterBusiness and Operational Plans of an Admitting Service of a Medical Center Operations Manual of an Admitting Service of a Medical CenterManager-Leader of an Admitting Service of a Medical CenterMentor for an Admitting Service of a Medical Center

Online Facilitation

Through electronic individual and group emails and websites.

End-points of OCIL_AdmS

Comprehensive primer on an admitting service of a medical centerComprehensive business and operational plans of an admitting service of a medical centerOperations manual of an admitting service of a medical centerCertification of a manager-leader of an admitting service of a medical center

Long-term Target of OCIL_AdmS

On-line training for manager-leader of a medical center

Planned Timetable for OCIL_AdmS

one year (shortest) to three years (maximum)

ParticipantsTotal number: 75

Types Number

Professional Background

Geographical Distribution

Facilitators 4 Admitting Service staff; nurses; staff from finance, business development, human resource units; hospital administrators; others)

NCR = 60Outside NCR = 15(Zamboanga; Samar; Bicol; Batangas; Sta. Rosa, Laguna; Biñan, Laguna; Cavite; Bulacan; Pampanga; Tarlac; Bataan; Isabela; Quezon)

Mentees (expressed intention for certification)

9

Anecdotalists 22

Bystanders 40

75

Actual Activities HeldOnline collaboration and interaction on all questions and issues posted by facilitator Brainstorming Discussion – Assessment Concept of an Admitting Service in a Medical Center or Hospital (june 1 to 7, 2010)Functions of an Admitting Service in a Medical Center or Hospital (June 8 to 15, 2010) Assessment - Functions of Admitting Service (June 16 to 23, 2010) Bed Assignment Function / Service of an Admitting Service in a Medical Center or Hospital (June 24 to July 1, 2010)Physician-associated Issues on Bed Assignment Function / Service of an Admitting Service in a Medical Center or Hospital (July 3 to July 10, 2010)Assessment - Bed Assignment Function of Admitting Service (July 13 to July 20, 2010)Making-Beds-Available Issues on Bed Assignment Function / Service of an Admitting Service in a Medical Center or Hospital (July 21 to July 28, 2010)

Actual Activities HeldAssessment - System of Making Inpatient Beds Always Available in a Medical Center or Hospital (July 29 to August 4, 2010)Inpatient Record Establishment of an Admitting Service in a Medical Center or Hospital (August 5 to August 11, 2010) Assessment - Inpatient Record Establishment (August 12 to 19, 2010)Obtaining Informed Consent at the Admitting Service in Medical Center or Hospital(August 19 to 25, 2010)Orientation of Patients for Admission by the Admitting Service in a Medical Center or Hospital (August 26 to September 1, 2010)Account Arrangement (September 2 to September 9, 2010)Transport of Patients from Admitting Service to Inpatient Service (September 10 to 17, 2010)

Actual Activities HeldHuman Resource Requirements of an Admitting Service of a Medical Center or Hospital (September 18 to 24, 2010) Risk Management Program of an Admitting Service of a Medical Center or Hospital (September 27 to October 3, 2010)IT-enabled System of an Admitting Service of a Medical Center or Hospital (October 5 to 11, 2010)Physical Structure, Equipment and Materials, Business Development and Budget of an Admitting Service of a Medical Center or Hospital (October 12 to 18, 2010)Regular Performance Evaluation, Continual Improvement Program, and Leadership of an Admitting Service of a Medical Center or Hospital (October 20 to October 26, 2010)

Actual Activities Held

Case Study (October 27, 2010 to May 31, 2011)

Primer on Admitting Service (November, 2010 to May 31, 2011)https://sites.google.com/site/admittingserviceprimer/Online Operations Manual of an Admitting Service (February, 2011 to May 31, 2011)https://sites.google.com/site/xyzmcadmunitoperationsmanual/

Online Facilitation

Online Tools

Emails and URLs Started

Emails Individual emails of participants in OCIL May 16, 2010

Group emails

[email protected] May 16,2010

Websites http://health.groups.yahoo.com/group/ocil_admitting_service

May 16, 2010

http://philhospitaladmittingservice.wordpress.com

May 29, 2010

https://sites.google.com/site/admittingserviceprimer/

November, 2010

https://sites.google.com/site/xyzmcadmunitoperationsmanual/

February, 2011

Mentees and Certification

Total Number of Mentees (expressed interest for certification) 9Complete the online collaborative and interactive learning on all questions and issues posted by facilitator

7

Completed the case study of an Admitting Service 4

Mentees Granted Certificates Admitting Service Case Study

Dr. Shelley Ann Mier Mangahas Tarlac Provincial Hospital

Ms. Gemma Rosario Suarez National Children’s Hospital

Mr. Julius Selenga Kabiling Manila Doctors Hospital

Mr. Domingo Divinagracia San Jose III Manila Doctors Hospital

Evaluation Based on Formulated Objectives and End-points

Formulated Objectives Formulated End-points ResultsPrimer on an Admitting Service of a Medical Center

Comprehensive primer on an admitting service of a medical center

https://sites.google.com/site/admittingserviceprimer/

Business and Operational Plans of an Admitting Service of a Medical Center

Comprehensive business and operational plans of an admitting service of a medical center

Contained in the https://sites.google.com/site/admittingserviceprimer/https://sites.google.com/site/xyzmcadmunitoperationsmanual/

Evaluation Based on Formulated Objectives and End-points

Formulated Objectives Formulated End-points ResultsOperations Manual of an Admitting Service of a Medical Center

Operations manual of an admitting service of a medical center

https://sites.google.com/site/xyzmcadmunitoperationsmanual/

Manager-Leader of an Admitting Service of a Medical Center

Certification of a manager-leader of an admitting service of a medical center

4 mentees formally certified who can very serve as manager-leader of an Admitting Service

Mentor for an Admitting Service of a Medical Center

The 4 manager-leaders given certificates in Admitting Service Administration can very well serve as mentors. The templates established in OCIL-AdmS can be used by them in mentoring.

Reynaldo O. Joson, MD, MHA, MHPEd, MSc SurgNovember 19, 2013

0800 – 1000HUP College of Public Health

Online Collaborative & Interactive Learning Program for Hospitals

Thank you for your kind attention.For query:

[email protected]

online collaborative and interactive learning program for hospitals

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