Evaluation of an interactive educational tool for primary care researchers

Abstract

This paper describes an evaluation of a computer-assisted learning (CAL) resource for primary care researchers. A two-phase approach was adopted involving a questionnaire survey and follow-up telephone interviews with a purposive sample of respondents. Results indicate wide support for this approach to self-directed learning, particularly for those with less experience. Respondents emphasized the flexibility and accessibility of the resource, with Internet links encouraging users to branch out. Potential barriers included securing protected learning time and lack of interaction with peers.

A reusable e-learning tool for paediatric physio-therapy education: a preliminary report

“…This was also supported by the facilitator's informal reflections on the facilitation sessions and is compatible with the wider adoption of CAL use in HC professional education. [3][4][5][6][7][8][9][10][11][12][13] * Essay title, "In a child with diplegic cerebral palsy consider the most common gait presentation in the light of the above statement. What is the evidence for the 'frequency' with which the secondary abnormalities can be corrected.…”

“…There is a growing body of literature outlining and evaluating the introduction of CAL within HC education across disciplines. [5][6][7][8][9][10][11][12][13][14][15] Between 2001 and 2006 the proliferation of eLearning went from 11% to 29% in US training programs. 16 The majority of CAL studies in HC have involved medical students as opposed to allied healthcare professionals.…”

“…8,10,15 Barriers to successful implementation of CAL, which studies identified, included timetabled or ring fenced time and costs. 9,12 Only one study identified CAL as more acceptable to students than traditional teaching 14 with one review finding it equal overall. 18 A number of authors cautioned against the use of CAL as a substitute for tutor/lecturer time.…”

Current Products and Practice

“…7 Certainly there is widespread support for CAL within dentistry because of the flexibility and accessibility of the learning resource. 8 Although evidence exists to support the effectiveness of CAL, it has been shown to be of limited value in some areas of teaching, such as clinical decision-making skills in restorative dentistry. 9 This can be overcome with the use of more flexible electronic learning where discussion facilities are available for small group discussions.…”