Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education

Abstract

Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters

Comparing student outcomes in traditional vs intensive, online graduate programs in health professional education

“…The results of the study confirm previous findings where no significant difference in student success was found between ICs and semester long courses [ 6 ] and disconfirms Whillier and Lystad’s [26]) findings that semester long course formats yield higher student success. As noted in our companion paper [ 31 ], our team adopted a very structured process for curriculum re-design when transitioning from a semester long to IC delivery model. This process and our corresponding focus on the alignment between course objectives and course assignments may help explain these findings.…”

“…The IC courses were designed to include student cohorts with students taking one course at a time using a rigid sequence of courses and greater use of online technology, however the 15 week programs allowed students to take two courses a semester with greater flexibility in course sequencing. The detail of the associated changes to pedagogy and curriculum are more fully described in a companion publication [ 31 ]. The Institutional Review Board approved this study as exempt.…”

Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

“…As a fourth strategy, two mp4 video presentations were prepared, each with clear, prescriptive instructions for both assessment tasks. [24] The decision that tutors would provide students with prompt and extensive written feedback on their first written task (assignment 1) -formative feedback [25] through Microsoft Word's Track Changes and Comments functions was the fifth strategy. Comments involved questions, suggestions, links to resources, and examples for improved writing.…”

Green chemistry & chemical stewardship certificate program: a novel, interdisciplinary approach to green chemistry and environmental health education

“…The model underscores the need to consider cognitive, social, and teaching presence as equal components of successful learning experiences. The model has been validated (28)(29)(30)(31)(32)(33)(34)(35)(36) for all course modalities. Arbaugh and Bangert suggest that the COI model is best suited for applied disciplines rather than pure disciplines of study (37).…”