Developing a peer review process for web-based curricula

Knight, Christopher; Sakowski, Henry A.; Houghton, Bruce; Laya, Mph and Mary B.; DeWitt, Dawn E.

doi:10.1111/j.1525-1497.2004.30218.x

Cited by 9 publications

(6 citation statements)

References 9 publications

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“…They suggested that academically qualified people must actively participate in development and training to improve e-learning. Four articles advised readers to allocate time to accurately budget and plan for the expected costs [ 23 , 41 , 44 , 48 ]. Budgets and policy statements should reflect commitment to the program.…”

Section: Resultsmentioning

confidence: 99%

“… Most ( n = 14) articles discussing software design focused on ready access to the e-learning platform. Access should be fast, easy to find, and always available; the platform should have a short loading time, and should provide reliable online access to all external links [ 7 , 36 - 40 , 45 , 46 , 48 , 49 , 52 , 53 , 70 ]. A secure connection is also important to support the privacy and legal requirements, copyright rules, and intellectual property issues [ 23 , 39 , 44 , 49 ].…”

Section: Resultsmentioning

confidence: 99%

“…Content was a central theme in the articles we reviewed. Problem-based learning was favoured by 13 articles as the best way to incorporate motivation and better understanding [ 7 , 15 , 40 , 43 , 46 – 48 , 52 , 56 – 60 ]. Introducing interactivity to encourage higher-order thinking was also important ( n = 16 articles) [ 23 , 36 , 39 – 41 , 45 – 47 , 51 , 52 , 56 – 59 , 61 ].…”

Section: Resultsmentioning

confidence: 99%

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Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Leeuw¹,

Westerman

Nelson

et al. 2016

BMC Med Educ

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BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model

Leeuw¹,

Westerman

Nelson

et al. 2016

BMC Med Educ

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“…The process has built up a community of practice and best practices, and potential solutions have been identified among those facing similar challenges. 18 Rural teaching sites are being developed that must be given greater priority in terms of resources and teaching capacity, in partnership with provincial and local government. Schools in rural areas appear to provide some solutions.…”

Section: Implications Of the Projectmentioning

confidence: 99%

The contribution of South African curricula to prepare health professionals for rural or under-served areas in South Africa: A peer review evaluation

Reid

Cakwe

2011

S Afr Med J

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The Collaboration for Health Equity through Education and Research (CHEER) was formed in 2003 to examine strategies that would increase the production of health professional graduates who choose to practise in rural and under-served areas in South Africa. It consists of an academic from each of nine universities in South Africa with a health science faculty, who is involved in communitybased education, service-learning or rural health, or similar activities that prepare students for rural and under-served areas. Literature reviews, 1,2 a qualitative study 3 and a case-control quantitative study 4 have been completed, around the same research question. An integral component has been peer reviews at each university in the collaboration, to identify in more detail how each faculty is preparing its students for service in rural or under-served areas. All nine participating institutions have held a review to date, and this article reports on the outcomes. Each university has a different approach and operates in a unique context. The reviews therefore amount to a series of case studies, each complete in itself. We report the insights, learning and recommendations arising from each peer review around common themes and assess these in terms of proposed best practices for South Africa. MethodologyA case study approach was used, with each peer review constituting a study in its own right. A standard protocol including tools was developed through the first two pilot project reviews. This protocol was drawn up using the literature, principally the 1987 World Health Organization (WHO) Report. 5 It was approved by each host university's ethics committee. The sample included all nine participating universities, but the host institution purposively selected the educational programmes to be reviewed according to their own priorities. Within each review, a further level of purposive sampling involved questionnaires and interviews with faculty or school leaders, key informants, relevant faculty staff, and final-year students in each programme who had completed at least one community-based module. Each research team comprised at least three reviewers, each from different universities excluding the university or faculty programme under review. Each review was conducted over at least three days on site. Document reviews, semi-structured interviews, focus group discussions, questionnaires and observations during site visits were used to collect data.A letter detailing the project, a questionnaire and a curriculum framework spreadsheet were sent to the participants before the visit. The questionnaire quantified issues that were subsequently qualified and finalised in the interviews. The sampling process determined the specific questionnaire respondents, drawn from faculty staff who chaired committees such as the faculty curriculum committee and curriculum implementation committee, and who were involved in community-based education and curriculum development or related fields. The interviews aimed to assist the research team in making a...

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“…Thomas and Kern 29 provide an annotated bibliography of Internet resources, a search of which has become an essential early step in curriculum development, in addition to a search of the published literature. The resources section of the journal also includes Knight et al’s 30 difficult to classify article that describes the instrument used to rate Internet curricula for the last national SGIM meeting and that also includes a summary of the top five rated curricula. The instrument is an important innovation in development; the Internet curricula are resources for clinician‐educators.…”

mentioning

confidence: 99%