Development and Implementation of a Web-Based Learning Environment for an Inpatient Internal Medicine Team: Questionnaire Study

Abstract

Background The notion of anytime, anyplace communication is characteristic of the current generation of learners. Such communications have facilitated the growth and integration of a blended or hybrid learning platform in multiple educational settings. However, there are limited reports on the use of an anytime, anyplace communication platform in clinical inpatient medical education. Objective The setting of a high-demand inpatient clinical rotation is ideal for the use of collaborative software, and this integration is expected to positively influence medical education. The purpose of this study is to evaluate medical students’ and residents’ educational experiences with incorporating a simple, web-based content management and file sharing platform into an internal medicine inpatient rotation. Methods During an inpatient internal medicine rotation, faculty and learners jointly used collaborative software for educational purposes, and a postrotation survey tool was used to measure the educational influence of the software. Results Based on the results of the postrotation survey, the integration of a collaborative software application during clinical rotations improved the learning experience. Learning climate, the communication of rotation goals, and self-directed learning all scored favorably, but feedback from the survey participants was mixed. The learners enthusiastically accepted the practical use of this tool for both communication and information sharing. Conclusions This generation of learners is accustomed to frequent electronic communication. Based on our survey, these learners appear to be highly receptive to this web-based intervention design for improving clinical education during active patient care. Adding effective blended learning features to a traditional clinical setting is achievable.

A scoping review of virtual morning report and outcomes in Canada and the United States

“…One study (2.5%) was published in 2022, 20 7 studies (17.5%) were published in 2021, 2,22,23,24,25,26,27 and 8 studies (20.0%) were published in 2020. 28,29,30,3,31,32,33,21 The studies and their corresponding citations are available in Table 1.…”

“…The scoping review focused on programs within North America. The majority of included studies (34 studies) were conducted in the United States of America (85.0%) 2,28,34,29,22,30,35,36,37,38,39,40,40,41,42,43,23,31,44,45,24,46, 47,33,25,26,20,21,48,49,50,51,52,53 and 6 studies 54,55,56,57,58,32 were conducted in Canada (15.0%). Two studies had international impact with learners globally using the morning report blog and The Clinical Problem Solvers podcast (Table 1).…”

“…Twenty-five studies (62.5%) were conducted among general internal medicine programs, 2,22,25,26,50,29,30,31,33,44,42,55,40, 41,54,53,39,37,36,58,35,49,52 4 studies (10.0%) included family medicine learners, 21,40,39,37,59 4 studies (10.0%) were conducted in neurology programs, 23,24,57,32 1 study in nephrology (2.5%), 42 1 study (2.5%) in rheumatology, 56 2 studies (5.0%) in cardiology, 28,45 and 2 studies (5.0%) in other programs (Table 1). 34,48…”

“…Most studies explored the impact of virtual morning report (VMR) on knowledge acquisition and retention. 21,23,25,29,30,34,35,36,38,39,40,41,42,43,44,46,47, 48,49,50,51,52,53,55,56,62,63,60,65 Two studies also evaluated if VMR improved efficiency and time spent learning 38,56 and two studies explored association between the VMR format and cognitive learning styles. 36,37 Six studies reported on clinical outcomes in the areas of inpatient diabetes management, osteoporosis, chronic back pain, opioid prescribing, and advanced care planning (Table 1).…”

Impact of a Workflow-Integrated Web Tool on Resource Utilization and Information-Seeking Behavior in an Academic Anesthesiology Department: Longitudinal Cohort Survey Study

“…With the increased use of digital learning tools in medical education, web tools remain the most frequently utilized digital resource among medical students and residents [ 12 ]. A recent survey study of an inpatient medicine team found that web-based learning interventions improved self-directed learning, communication goals, and learning environment among medical students and residents [ 13 ].…”