A systematic approach to learning design for supervisor training in a specialist medical college

Abstract

Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.

Digital Learning Ecosystem for Classroom Teaching in Thailand High Schools

“…Among the interactions of objects inside learning community, it is interesting to indicate that the studentstudent and teacher-student are the most important interactions in schools which promote the quality and effectiveness of educational activities. These results are similar to those reported by Reyna (2011), who noted that in all interactions, student-student interaction played the most important roles based on the online collaboration perspective.…”

“…According to Reyna (2011), a digital ecosystem consisted of (1) biotic component concerning the teaching and learning objects, and (2) abiotic component with the support of technology devices, the internet, e-learning and the content to transform information into knowledge through communication and collaborative tools, and in the whole chain of the learning process and utilities, and the learning environment within specific boundaries called learning environmental borders (G€ utl & Chang, 2008). Meanwhile, a smart learning ecosystem of Benita et al (2021, p. 13) centered on the use of Internet of Things to organize learning activities to evolve learners' thinking and skills through ''problem-based learning, collaborative learning, experiential learning, and gaming environments.''…”

“…Laanpere et al (2014) showed that tech-based learning system were tools and platforms support teaching and learning activities to help teachers carry out appropriate teaching methods. Accordingly, a DLE could not maintain the sustainable and successful development if it lacks the support of infrastructure in storing, delivering, instructing, using, and accessing in systems (Dong et al, 2009;Leong & Miao, 2008;Reyna, 2011). Furthermore, learning tools and resources must be delivered and shared between stakeholders to ensure the knowledge exchange and transfer process (Ali et al, 2017;Sarnok et al, 2019).…”

“…Besides, the understanding of the learners' characteristics was also centered on evolving their motivation and needs through creating a comfortable, enjoyable and happy learning atmosphere. Meanwhile, other models just emphasized the development and use of technology to enhance the interaction between biotic and abiotic components and to develop the process of transformation of information into knowledge, and factors having influence the learning ecosystem (Chang & G€ utl, 2008;Laanpere et al, 2014;Reyna, 2011); delivering effectively and rapidly knowledge to enhance the learning performance (Ali et al, 2017). In addition, Allen et al (2020) designed a model of STEM learning ecosystem community of practice for afterschool to form, evolve, acts, and maintain stability by boosting the powerful relationships with schools, businesses, providers, funders, and organizations to invest in quality standards, data systems, and measurements.…”

“…Digital learning ecosystem would develop actively in outside technical-social context through ''participatory governance of its agents, where the temporally optimal structure and interaction of external and internal assets is achieved that creates challenging learning niches for the self-realization of its agents'' (Jeladze et al, 2017, p. 33). This ecosystem could be used as a methodology to evaluate and improve the use of technological tools, learning experience, the interaction of students in online learning, and problems facing (Reyna, 2011). Besides, its development also helped educational institutions, students, teachers, and stakeholders provide and share learning tools and available resources; boost sustainable learning, and create learning experience through using learning equipment (Sarnok et al, 2019).…”