Engaging health professionals in learning about education: A flexible e-book solution

Authors

Frank Bate and Carole Steketee

Theme

7II Simulation and Simulated Patients

INSTITUTION

University of Notre Dame Australia

Background

At the University of Notre Dame Australia, the challenge of low participation in educational professional development was confronted through a mobile learning solution using e-books as the delivery mechanism and a simulated environment to mediate authentic learning activities. It was hoped that this solution would optimise flexibility in terms of access (time, place, and pace) and context (the extent to which the learning environment resonated with participants’ current health professional context).

Educational Design Research (Reeves, 2006) was used to underpin the development of the e-books and the associated simulated learning environment. The key challenge was to develop flexible learning settings that catered for multiple health professions without compromising authenticity.

Summary of Work

Units developed and enrolments (2013-2014)

Year

Unit

Medicine

Nursing

Physiotherapy

Other

Total Enrolments

Sem 1 2013

Teaching Methods in HPE

8

0

0

0

8

Sem 2 2013

Best Practice in Clinical Supervision in HPE

9

6

0

3

18

Sem 1 2014

Introduction to Tertiary Teaching and Learning

3

1

0

0

4

 

Assessing Competence in HPE

13

3

1

0

17

Sem 2 2014

Introduction to Tertiary Teaching and Learning

2

1

0

0

3

 

Teaching clinical reasoning in HPE

4

8

0

0

12

 

Ethical Issues in Professional Life

10

6

1

0

17

 

Total

49

25

2

3

79

The delivery model is akin to a set of cogs, each contributing to the overall objective of driving student learning:

The appropriateness of the educational design was tested through the collection of data through questionnaires (quantitative) and synchronous/asynchronous discussions on unit websites (qualitative). Forty three students participated.

The educational design model is fully described in Steketee and Bate (2012) and was also the subject of a MedEdWorld Webinar in March 2014 (Bate and Steketee, 2014). A summary of the design principles is provided by selecting "more detail" below.

References

Bate, F. and Steketee, C. (2014). Using design-based research to underpin the ongoing improvement of a hybrid mobile-web learning environment in the health professions. Retrieved from http://www.amee.org/amee-initiatives/mededworld/webinars/webinars-archive/2014.
 
Reeves, T. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.

Steketee, C. and bate, F. Using educational design research to inform teaching and learning in the health professions. Issues in Educational Research, 2013, Vol 23(2), 269-282.

Summary of Results

Design 

The design principles developed at the inception of the initiative have proven useful in focusing the ongoing development and evaluation of the e-books and associated simulated learning environments. Flexibility is key in ensuring that participants have access to learning that is personalized and mirrors the reality of their own workplace. Personalization requires e-books to have a cognitive and a social presence.

Cognitive presence:

Social presence:

Outcomes

Levels of satisfaction with e-books and associated simulated learning environment have been high, particularly on aspects of flexibility and student support.

When students were asked about their level of engagement (blue), the extent to which their understanding had been enhanced by undertaking the unit (orange), and their overall satisfaction (grey), most indicated high levels of satisfaction.

 

 

Growth in enrolments have been strong and sustained since the inception of the e-books and associated simulated learning environment. Flexible options – Graduate Certificate, Graduate Diploma and Masters – along with assessable and non-assessable choices, have contributed to this strong growth.

Designing e-books and associated simulated learning environments for health professionals generally, rather than just focusing on doctors, has proven to be a successful strategy.

Take-home Messages

Educational Design Research has been useful in focusing developers on acheiving a flexible and authenic design. Cognitive presence has been achieved and sustained through a simulated envionment that mediates authentic activities to participants supported by readily accessible  resources. For example:

"The integration of resources with the e-book was fantastic. It meant I had more time to learn and less time looking for resources. This has enhanced my pedagogical knowledge and ability enormously." (Participant, 2014)

Social presence is achieved again through the design of authentic collaborative activities, and by committed facilitators who maintain a strong online presence. For example:

"I have found the lecturers amazing. Their communication via email or during the collaborate sessions has been professional but also non-intimidating and very understanding." (Participant, 2013)

It is often reported that e-learning is less favourable than more traditional approaches to professional development, particularly in applying knowledge. However, the poster shows that with careful design, particularly around issues of flexibility, mobile learning solutions can equal or exceed participant expectations.

Conclusion

The goal of developing a flexible learning resource for health professionals has been acheived by adopting a rigorous and systematic research framwork (Educational Design Research). This method has facilitated a strong focus on two important aspects of the educational design: cognitive presence and social presence. In tandem, these attributes can help create a vibrant online learning enviornment that stimulates higher order thinking and deep reflection.

Background
Summary of Work

The following design principles guided the development of e-books that underpin the mobile learning environment:

 

Design
principle

Description

Proposed technical/
logistical solution

Flexible access

Courses will be developed to enable participants to access activities anytime, anywhere.

Activities provided through web and mobile interfaces.

Flexible design

With the exception of the dissertation unit, all learning activities can be accessed at a module level. These modules can be consumed in any order, and participants may choose whether or not to be assessed.

Activities to be discrete and modularised and available on mobile devices.

Prior knowledge

Participants are encouraged to share their prior knowledge with their peers and/or the unit facilitator through the process of engaging with learning activities and contributing to the learning community. The application of existing knowledge and expertise to learning activities (e.g. by participants using artefacts such as lesson plans, marking guides, etc.) is equally encouraged.

Blog and e-portfolio functions activated in the learning management system (Blackboard).

Authentic activities

The central theme for each module is that learning will be contextualised and relevant to participants. Learning activities will have explicit meaning in at least one of the health professions, but will have application to other health professions. Learning activities will mirror real world practices, problems and dilemmas in health professional education.

Where possible activities to be context-free. Where this is not possible, activities to be developed in such a way as to optimise generalisability.

Community

Participants will be encouraged to share their perspectives through a learning community They will also be encouraged to 'collaborate' such that participants come to view each other as integral resources for pushing their thinking and learning to higher levels. Where numbers permit, participants will be offered opportunities to work on learning activities in small groups.

Blog function activated in Blackboard.

Facilitation

Educational expertise will be provided at the unit level to support, and provide feedback to participants as they work through activities that comprise each module. The unit facilitator will also be responsible for assessment.

Support provided via email, telephone, social networking tools and face to face.

Scaffolding

Participants will be provided with resources and tools that will help them to complete designated tasks. Where possible, these will be functional resources and tools used in health professional education.

Electronic resources provided through the RefWorks online bibliographic management tool.

Purposeful assessment

Assessments emanate from learning activities. Each assessment will be designed so that the product of the assessment will be of use to the participant in her/his teaching role.

E-portfolio function activated in Blackboard.

Reflection

Participants will be encouraged to consider what and how they learnt and also share the products of their learning with others, being open to feedback and opportunities to improve their practice.

E-portfolio function activated in Blackboard.

References
Summary of Results
Take-home Messages
Conclusion
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