Studying health information from a distance: refining an e‐learning case study in the crucible of student evaluation

Abstract

Purpose : To present a formative evaluation of the impact of a multimedia case study as a component of a masters course in health informatics delivered by distance learning. Setting/Participants/Resources : First and second year health informatics students undertaking four core modules of a masters programme at the University of Sheffield. Methodology : Individual qualitative user surveys and interviews. Results/Outcomes : Formative evaluation has played a significant role in refining the case study through its text-based, intermediate and CD-ROM based stages. Feedback from students has resulted in clarification of case study tasks, clearer definition of teaching roles and a revised approach to assessment. At the same time it has highlighted the importance of ongoing revision and maintenance in keeping the scenarios realistic and current. Discussion/Conclusion : The multimedia case study has met many of its original aims in providing greater cohesion for core modules and encouraging greater levels of interaction and multidisciplinary collaboration.

Internet-based medical education: a realist review of what works, for whom and in what circumstances

“…As we extracted our data, we noted further candidate theories and proceeded to test these as well. Additional candidate theories that we attempted to tested included: Vygotski [29], Danchak [30], Schon [31], Garrison [32,33], Dewey and Brookfield [33], Kolb [34], Moshman [35], Eraut [36], Boettcher [37], Wenger [38], Koschmann [39], Nahapiet and Ghoshal [40], Socrates [41] Problem Based Learning [31,42-48], Constructivism [29-31,33-35,37,44,45,49-57] and adult learning theory/principles [31,32,47,50,53,54,58-70]. …”

Capacitações Na Modalidade E-Learning Como Estratégia De Ensino: Revisão Integrativa

“…Além dessas áreas profissionais específicas supracitadas, também foram encontrados artigos que focavam na modalidade e-learning aplicadas em programas de pós-graduação (lato sensu), totalizando oito artigos (Hadley et al, 2010;Hugenholtz et al, 2008;Kulier et al, 2009;Lazzari et al, 2014;Azer et al, 2014;Hickamann et al, 2022;Lee et al, 2022;Stadler et al, 2017) e um deles abrangia também alunos de graduação (Camargo et al, 2014). Por outro lado, houveram artigos em que a modalidade e-learning foi aplicada em programas de mestrado (stricto sensu), totalizando dois artigos (Chastonay et al, 2015;Booth et al, 2005).…”

“…Em contrapartida houveram artigos nos quais os achados foram positivos no que se refere ao conhecimento e habilidades que puderam ser aprimorados por meio desta metodologia (Azer et al, 2014;Hickmann et al, 2022;Zagouras et al, 2022;Elmaadaway et al, 2022;Samoylenko, Zharko, Glotova, 2021;Chastonay et al, 2015;Lazzari et al, 2014;Camargo et al, 2014;Booth et al, 2005).…”

Health informatics education: a global challenge

“…Case studies are widely used in business schools and in clinical education. However, apart from articles on the Sheffield programme, 4,5 there has been little written about their role in training health informatics professionals. In the discussion relating to the Canadian paper, there was general agreement on the benefits of using case studies and the need to develop a database of good case studies to support health informatics teaching.…”