Recommendations for the development of e‐modules for the continuing professional development of European dentists

Abstract

Aims: To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules.Methods: The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research, consultations from e-learning and IT expert, discussions amongst the participants attending a special interest group during the 2012 ADEE meeting, and feedback from the evaluation procedures of the exemplar e-module (as described in a companion paper within this Supplement). The main focus of these recommendations is on the courses and modules organised and offered by dental schools.Results and discussion: E-modules for dental CPD, as well as for other health professionals' continuing education, have been implemented and evaluated for a number of years. Research shows that the development of e-modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web designers, learning technologists and librarians. The e-module must have clear learning objectives (outcomes), addressing the learners' individual needs, and must be visually attractive, relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and animations must support the objectives and enable the learning process by creating an attractive, easy to navigate and interactive electronic environment. Technology is usually a concern for learners and tutors; therefore, it must be kept simple and interoperable within different systems and software. The pedagogical and technological proficiency of educators is of paramount importance, yet remains a challenge in many instances. Conclusions:The development of e-courses and modules for dental CPD is an endeavour undertaken by a group of professionals. It must be underpinned by sound pedagogical and e-learning principles and must incorporate elements for effective visual learning and visual design and a simple, consistent technology.

Good practices in asynchronous e-learning — a short guideline document for Polish medical teachers — a pilot study

“…Unfortunately, due to a lack of defined learning outcomes, this process could not be followed in any of the examined courses. Meanwhile, learning outcomes are also extremely important from the learners' point of view because they provide them with aim, guidance, and information about what to focus on [2,11,38]. The aim should be clear in order to motivate students, otherwise the whole course is just content [11].…”

“…Last but not least, e-learning courses should not be discouraging to their users. They cannot be too long, distracting, or force students to view content they already know [2,11]. As presented above, these aspects should also be worked on.…”

“…Sooner or later it will have to face problems like limited financial resources and availability of lecture halls, and a shortage of clinical hospitals, patients, or academic teachers and thus risk the quality of medical training. Meanwhile, international studies show many benefits of e-learning methods and their increasing popularity also in medical education [1,2]. E-learning is highly valued by students and is believed to be at least as effective as traditional lectures while offering lower costs and more convenience and flexibility in terms of time and space [2,3].…”

“…Meanwhile, international studies show many benefits of e-learning methods and their increasing popularity also in medical education [1,2]. E-learning is highly valued by students and is believed to be at least as effective as traditional lectures while offering lower costs and more convenience and flexibility in terms of time and space [2,3]. What is more, there are also reports suggesting that e-learning may contribute even more efficiently to students' gain in knowledge, skills, and attitudes, and retention thereof, than traditional lectures [4,5].…”

Continuing education via eLearning

“…Criteria and principles that support the use of technology and educational design to foster active learning and provide opportunities for self‐assessment should also be observed. Good sources of reference are available.…”