eCases for Blended Delivery in a Medical Curriculum
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Transcript of eCases for Blended Delivery in a Medical Curriculum
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eCases for blended delivery in a medical curriculum
Steve Gallagher, Judith Swan, Linda Gulliver
Faculty of Medicine, University of Otago.
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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
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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
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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
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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
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Issues for discussion
• Student motivation
• Blending eCase to f2f tutorial
?
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Linda Gulliver Judith Swan Greg JonesSteve Gallagher Mairead Fountain
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• Review• Study• Apply• Widen
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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%
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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.
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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
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To what extent do you agree with these statements?
Access Relevance Well presented Integration Flexibility Support Revisit
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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.
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To what extent do you agree with these statements?
Motivation Two hours? Appropriate time More eCases
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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.
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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?
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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]