Integrating E-Learning into Postgraduate Radiotherapy and Oncology Education: A Case Study

Abstract

Heidi Probst-Current Position Research and Teaching Interests:Senior Lecturer and research co-ordinator for the Radiotherapy and Oncology subject team within the Faculty of Health and Wellbeing. Teaching focuses on research methods at post graduate level and breast cancer oncology and radiotherapy. Research covers both interest areas (breast cancer radiotherapy and e learning). Current research includes an evaluation of audio feedback (using mp3 files) compared with traditional word-processed (written) feedback concentrating on student satisfaction with feedback, quality of feedback provided and staff time required to produce both methods. In the field of breast cancer current research involves an investigation of patient preferences for different health states and quality of life based on a trade off or standard gamble techniques. 2 AbstractTraining health professionals within University environments has traditionally focused on face-to-face methods. Practitioners working within the UK National Health Service (NHS) have found it difficult to gain leave from work to attend for study due to the demands of the NHS and staff shortages. In response, we developed a distance e learning course to match our current traditional taught programme.The first e learning module (a research methods module) was comparable in content to the traditional taught module, and developed to incorporate a formative assessment design throughout; embodying the Constructivist approach and the principle of assessment for learning. We evaluated student experiences with the e learning module using a pre and post module questionnaire, with the taught cohort used as a comparison. We tested the importance of support, levels of information technology (IT) skills, preferences for e learning and intrinsic motivation. The results identified that highly satisfied e learning students were more likely to report a preference for e learning initially, show higher levels of intrinsic motivation and report good support from tutors and fellow students. This article discusses the development and evaluation of the pilot module and some of the lessons learned from providing e learning to health workers.3

Supporting completion of an online continuing professional development programme for newly qualified practitioners: A qualitative evaluation

“…Similar completion and achievement rates have been achieved for traditional and e-learning formats, when learners had clear guidance of what was expected from them at the outset, learning materials that were directly relevant to their experience, and effective tutor support (Probst et al, 2009). Having the same material available in various different formats (web-based, CD Rom, hard copy, classroombased) can help overcome the issues around adapting to individual learning preferences and the requirements of different clinical specialties (MacDuff et al, 2009).…”

A scoping review of medical education research for residents in radiation oncology

“…For countries other than the United States, more studies focused on curriculum design, contouring, multidisciplinary training, professionalism, and technology. Some of the studies aimed to catch up with technological development and to develop new tools [25][26][27][28]. Others explored the benefits of modern technology for balancing inadequate training due to local resource shortages [29].…”

Radiotherapy educational research: a decade of innovation

“…The nurturing of independent learning skills, however, should particularly benefit the future radiotherapy graduates and equip them for evidence-based practice and lifelong professional development. Further independent learning is facilitated by e-learning technology to support placement-based distance learning with both pre-registration students and post-graduate clinical staff 47 reporting high levels of satisfaction. E-learning has developed a unique role in the support of clinical learning with students able to access reflective portfolio and learning resources while in the clinical environment; this enables rapid capturing of reflection-in-action as well as optimising placement time.…”