The role of distance learning in specialist medical training

Davies, Helena; Hall, DB; Harpin, Valerie; Pullan, C

doi:10.1136/adc.2003.048835

Cited by 11 publications

(9 citation statements)

References 21 publications

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“…As is the case in other developing countries, SA is not sufficiently resourced to conduct midwifery training at both primary and secondary-level facilities (Theron, 1999a(Theron, , 1999bWoods, 1999). In addition, the midwives stationed at primary health facilities, located in rural areas, undergo the least training of all because they are the furthest away from training hospitals (Davies, Hall, Harpin & Pullan, 2005;Theron, 1999b;Woods, 1999).…”

Section: Context and Description Of The Perinatal Education Programmementioning

confidence: 99%

An outcome evaluation of a perinatal education programme

Rundare

Goodman

2012

SA j. hum. resour. manag.

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Orientation: The World Health Organisation (WHO) (2005) reported that at least 260 mothers and babies die every day in South Africa. Most of these deaths are attributed to low standards of maternal and infant care. Research has shown that one way of reducing the maternal and infant mortality rates in hospitals is to improve the standard of care.Research purpose: The Perinatal Education Programme (PEP) has been introduced in the Western Cape in South Africa, and the main aim of this evaluation was to provide information regarding the effectiveness of perinatal training in a single maternity hospital in this province.Motivation for the study: There are a few evaluation studies of the PEP in different South African contexts. These evaluations have shown that the programme was effective in improving the knowledge of midwives. The current evaluation was motivated by the need for more research on the programme’s effectiveness.Research design, approach and method: A quasi-experimental design was used to determine knowledge and skills acquisition of midwives. The sample consisted of 42 midwives. Programme records and questionnaire results were used as data.Main findings: This evaluation showed that the PEP is an effective programme endorsed by participants and supervisors alike.Practical/managerial implications: This specific hospital added group facilitation to the self-study mode of the programme. This mode of study produced additional increases in knowledge, skills and group work.Contributions/value-add: The evaluation has provided sound evidence for programme managers to increase programme coverage and continue the good work already evident from the results.

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Section: Context and Description Of The Perinatal Education Programmementioning

confidence: 99%

An outcome evaluation of a perinatal education programme

Rundare

Goodman

2012

SA j. hum. resour. manag.

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“…Distance learning is not a new phenomenon in academia [ 6 , 7 ], and due to the COVID-19 pandemic, transition from on-campus learning to distance learning has been required at many universities. However, there are well-known challenges with distance learning, such as technological issues and the frequent association of distance learning with decreased student engagement [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Learning About Other Professions Using an Interprofessional Virtual Patient While Remotely Connected With a Study Group: Mixed Methods Study

Tran¹,

Toth-Pal²,

Ekblad³

et al. 2023

JMIR Med Educ

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Background Collaboration with other professions is essential in health care education to prepare students for future clinical teamwork. However, health care education still struggles to incorporate interprofessional education. Distance learning and virtual patients (VPs) may be useful additional methods to increase students’ possibilities for interprofessional learning. Objective This study had two aims. The first was to assess if an interprofessional VP case could facilitate medical students’ learning about team collaboration in online groups. The second was to assess how students experienced learning with the VP when remotely connected with their group. Methods A mixed methods design was used. The VP case was a 73-year-old man who needed help from different health professions in his home after a hip fracture. Questionnaires were answered by the students before and directly after each session. Qualitative group interviews were performed with each group of students directly after the VP sessions, and the interviews were analyzed using qualitative content analysis. Results A total of 49 third-year medical students divided into 15 groups participated in the study. Each group had 2 to 5 students who worked together with the interprofessional VP without a teacher’s guidance. In the analysis of the group interviews, a single theme was identified: the interprofessional VP promoted student interaction and gave insight into team collaboration. Two categories were found: (1) the structure of the VP facilitated students’ learning and (2) students perceived the collaboration in their remotely connected groups as functioning well and being effective. The results from the questionnaires showed that the students had gained insights into the roles and competencies of other health care professions. Conclusions This study demonstrates that an interprofessional VP enabled insights into team collaboration and increased understanding of other professions among student groups comprising only medical students. The interprofessional VP seemed to benefit students’ learning in an online, remote-learning context. Although our VP was not used as an interprofessional student activity according to the common definition of interprofessional education, the results imply that it still contributed to students’ interprofessional learning.

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“…This trend appears in both high and low-income countries (Frehywot et al 2013;Back et al 2015). As a relatively novel teaching method, definitions for E-learning, distance learning and remote learning are inconsistent (Davies et al 2005;Ruiz et al 2006;Berg 2008;Masic 2008;Moore et al 2011). In this article, we define 'remote learning' as 'learning when the learner and source of information are separated by time and/or distance and cannot meet in a traditional faceto-face setting, inclusive of any personal study time in replacement of clinical or lecture-based learning.'…”

Section: Introductionmentioning

confidence: 99%

Twelve tips for medical students on how to maximise remote learning

et al. 2021

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Medical schools are increasingly utilising remote learning. Remote learning can take many forms such as online lectures, small group tutorials, virtual clinical skills sessions, and online case presentations. Remote learning presents both challenges and opportunities for students globally. This article shares twelve tips from senior medical students, based on the author's personal experience of remote learning and the relevant literature, to help others maximise the benefits of both synchronous and asynchronous remote learning. The authors include guidance on how to approach the remote format, embrace the use of technology, detail helpful open-access resources, and encourage students to become independent learners.

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The role of distance learning in specialist medical training

Cited by 11 publications

References 21 publications

An outcome evaluation of a perinatal education programme

An outcome evaluation of a perinatal education programme

Medical Students’ Learning About Other Professions Using an Interprofessional Virtual Patient While Remotely Connected With a Study Group: Mixed Methods Study

Twelve tips for medical students on how to maximise remote learning

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