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Analysis of online activity and feedback from a virtual postgraduate medical training programme

Analysis of online activity and feedback from a virtual postgraduate medical training programme
Analysis of online activity and feedback from a virtual postgraduate medical training programme
An online postgraduate training programme for doctors training to be specialists in neonatology was developed and delivered over one year within a virtual learning environment. Ninety trainee doctors from 14 European countries participated, the majority of whom had expressed a need for increased theoretical knowledge. Fourteen clinicians supported the cross-cultural learning groups as online tutors following specific online training. Analysis of logins and postings showed a wide variation in online activity for both tutors and trainees. The online activity of tutors appeared to influence learner activity. Initially participation was very good but during the year there was a steady decline such that by the end of the programme only 46% of the trainees and 71% of tutors were actively participating. Despite this, a large majority (92%) of the 67 trainees who provided end-of-programme evaluation data reported that participation had “added value” to their training and 84% felt the programme had achieved its aims and objectives. All of the tutors and 90% of trainees would choose to participate again; the main limiting factor for both groups was a lack of time. Our findings suggest that future online programmes should ensure that “protected” time is provided for both trainees and tutors and that there should be formal integration with existing training programmes and accreditation processes.
online Learning, postgraduate medical education, neonatology, online analysis, evaluation, online tutors
1832-3669
135-142
Hall, Michael
e01fb1ae-6d6b-4815-b283-d40a6a8893e8
Smith, Susan
96ed99a5-2168-433f-9eed-ac5a8fadd99f
Cuttini, Marina
e44924f7-0f43-4a0c-a95b-def1f409d63e
Greisen, Gorm
94addda1-8cf9-40b7-8966-16a3e934a22e
Marlow, Neil
0c6bd3b0-464b-4f04-8dd3-72517da5cbd7
Schulze, Andreas
26067632-cd16-405d-991a-41080510005e
Truffert, Patrick
3000d7ad-5fd6-4633-b3f1-07982a20b814
Valls I Soler, Adolf
d8e581b8-17ce-47af-844a-1eb921e44e3b
Hall, Michael
e01fb1ae-6d6b-4815-b283-d40a6a8893e8
Smith, Susan
96ed99a5-2168-433f-9eed-ac5a8fadd99f
Cuttini, Marina
e44924f7-0f43-4a0c-a95b-def1f409d63e
Greisen, Gorm
94addda1-8cf9-40b7-8966-16a3e934a22e
Marlow, Neil
0c6bd3b0-464b-4f04-8dd3-72517da5cbd7
Schulze, Andreas
26067632-cd16-405d-991a-41080510005e
Truffert, Patrick
3000d7ad-5fd6-4633-b3f1-07982a20b814
Valls I Soler, Adolf
d8e581b8-17ce-47af-844a-1eb921e44e3b

Hall, Michael, Smith, Susan, Cuttini, Marina, Greisen, Gorm, Marlow, Neil, Schulze, Andreas, Truffert, Patrick and Valls I Soler, Adolf (2008) Analysis of online activity and feedback from a virtual postgraduate medical training programme. The International Journal of Technology, Knowledge and Society, 4 (5), 135-142.

Record type: Article

Abstract

An online postgraduate training programme for doctors training to be specialists in neonatology was developed and delivered over one year within a virtual learning environment. Ninety trainee doctors from 14 European countries participated, the majority of whom had expressed a need for increased theoretical knowledge. Fourteen clinicians supported the cross-cultural learning groups as online tutors following specific online training. Analysis of logins and postings showed a wide variation in online activity for both tutors and trainees. The online activity of tutors appeared to influence learner activity. Initially participation was very good but during the year there was a steady decline such that by the end of the programme only 46% of the trainees and 71% of tutors were actively participating. Despite this, a large majority (92%) of the 67 trainees who provided end-of-programme evaluation data reported that participation had “added value” to their training and 84% felt the programme had achieved its aims and objectives. All of the tutors and 90% of trainees would choose to participate again; the main limiting factor for both groups was a lack of time. Our findings suggest that future online programmes should ensure that “protected” time is provided for both trainees and tutors and that there should be formal integration with existing training programmes and accreditation processes.

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More information

Published date: 2008
Keywords: online Learning, postgraduate medical education, neonatology, online analysis, evaluation, online tutors

Identifiers

Local EPrints ID: 66997
URI: https://eprints.soton.ac.uk/id/eprint/66997
ISSN: 1832-3669
PURE UUID: 9830460c-3662-4bc9-8d66-20e201d893a9

Catalogue record

Date deposited: 04 Aug 2009
Last modified: 19 Jul 2017 00:21

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Contributors

Author: Michael Hall
Author: Susan Smith
Author: Marina Cuttini
Author: Gorm Greisen
Author: Neil Marlow
Author: Andreas Schulze
Author: Patrick Truffert
Author: Adolf Valls I Soler

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