eCases for Blended Delivery in a Medical Curriculum

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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 of 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.
  • 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
  • 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
  • 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
  • PeArLs of wisdom 1. 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
  • Issues for discussion Student motivation Blending eCase to f2f tutorial ?
  • Linda Gulliver Judith Swan Greg Jones Steve Gallagher Mairead Fountain
  • Review Study Apply Widen
  • Complete Preparation, eCase Tutorial 1 Evaluation Complete IDL Complete Tutorial 2 Online survey (brief) Full case evaluation Focus groups (analysis in progress) Response Rate: approx 30% Response Rate: 82%
  • 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.
  • 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
  • To what extent do you agree with these statements? Access Relevance Well presented Integration Flexibility Support Revisit
  • 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.
  • To what extent do you agree with these statements? Motivation Two hours? Appropriate time More eCases
  • 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. Didnt like the lack of interactions in our tutorial groups and with our tutor. There was less motivation to work through eCase.
  • 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?
  • 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: steve.gallagher@otago.ac.nz judith.swan@otago.ac.nz linda.gulliver@otago.ac.nz