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

Abstract

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.

Quality indicators for learner-centered postgraduate medical e-learning

“…The difficulty is that there is no clear definition of what constitutes “good enough” instruction. It is not even clear how to measure or define quality in postgraduate e-learning 6 , 7 . A low-fidelity, high-quality approach, with integrated, appropriate learning theory, can successfully overcome many of the barriers to the introduction of e-learning 8 , 9 .…”

“…A low-fidelity, high-quality approach, with integrated, appropriate learning theory, can successfully overcome many of the barriers to the introduction of e-learning 8 , 9 . A few working models with quality indicators are available, but only one of these is specifically designed for postgraduate learners 7 . In 2016 we described thirty-seven items in six domains in a quality specifications review, to provide an overview of these quality indicators 7 .…”

Global Application of Assessment of Competencies of Paediatric Endocrinology Fellows in the Management of Differences of Sex Development (DSD) Using the ESPE e-learning.org Portal

“…Standards for the formative effects of e-learning have been developed aimed at medical professionals who have graduated from formal training and residency or used by medical professionals as part of continuous learning to maintain their competency and develop new knowledge [20,21]. So far, there is little experience in the integration and evaluation of formative assessment in online learning in the education for medical specialists.…”

Una evaluación de la Educación virtual en el Hospital General de México "Dr. Eduardo Liceaga" - [Education Seminar for Medical Residents: An Evaluation of Virtual Education at Mexico General Hospital “Eduardo Liceaga”]

“…Hay múltiples reportes acerca de la utilización de e-learning en comparación con la enseñanza tradicional, demostrando que e-learning es al menos tan efectivo como la enseñanza tradicional guiada por un profesor y en muchos casos más (Cook, 2008). Siempre tomando en cuenta que el resultado para el estudiante depende de la calidad del material y fluidez del sistema (De Leeuw, 2016;Choules, 2007).…”