Design and Implementation of an Online Course on Research Methods in Palliative Care: Lessons Learned

BackgroundTeaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof.MethodsWe used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained.ResultsThe document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate.ConclusionOur study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic challenges that accompany any educational intervention of EBM (e.g. understanding difficult concepts), but in addition had to deal with challenges unique to the online learning environment. Teachers of EBM should acknowledge these so as to enhance and successfully implement EBM teaching and learning for all students.

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“…These include social isolation, de-individualised instruction, cost, technical problems and poor instructional design [20,21]. …”

Section: Introductionmentioning

confidence: 99%

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM)

2013

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“…It must also take into account the resources available in pedagogy, management, technology and, of course, the organization’s available budget. It is necessary to know the characteristics of learners, conduct an analysis of training needs, define learning objectives, develop a learning scenario, produce the tools and other materials and provide well-structured and motivating learning support (Ali and Blair, 2018; Spice et al , 2011).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Creation of an OHS knowledge portal: an action research

Laroche

Patoine

2020

IJWHM

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PurposeResearch findings stress the importance of adapting prevention mechanisms to the contexts experienced in the workplace. This paper presents the development and implementation of a knowledge portal that includes a range of Internet-based resources to support the prevention measures implemented by occupational health and safety (OHS) union delegates. It describes the process used to develop a knowledge portal that takes into account the needs of communities and unions as well as the constraints expressed.Design/methodology/approachThe approach chosen for this project was action research, in which data collection results in various readjustment loops that allow for reflection and situational assessment. Data were collected from documentation, meetings, questionnaires and focus groups. The readjustment loops led to the implementation of a solution based on sustainability.FindingsAfter studying the context, needs and constraints, the results suggest that for a knowledge portal to stand out, it must be consistent with classroom training, include a pedagogical approach that facilitates the transfer of knowledge, be interesting to all workers, be able to adapt to the characteristics of users and use technologies that reach across time, space and connection tools.Originality/valueThis knowledge portal is the result of interactions and collaborations between the university and the community, an interesting way to develop a solution. It sheds light on the fact that the action research process needs to be documented throughout the process and creation cycles in order to facilitate the sharing of the results obtained.

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Individual Interactive Instruction: An Innovative Enhancement to Resident Education

Reiter¹,

Lakoff²,

Trueger³

et al. 2013

Annals of Emergency Medicine

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Design and Implementation of an Online Course on Research Methods in Palliative Care: Lessons Learned

Cited by 8 publications

References 16 publications

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM)

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM)

Creation of an OHS knowledge portal: an action research

Individual Interactive Instruction: An Innovative Enhancement to Resident Education

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