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Online Courseware and How Can it Help?

This session, led by Christopher M. Vaughan, Chair of the APGO Medical Education Coordinating Task Force, will explore how online courseware can streamline medical education and help satisfy LCME requirements. Participants will learn to recognize the features of effective web-based learning, appreciate its administrative benefits, and identify potential advantages for their programs. The discussion will cover various aspects of online learning, including personalized learning, multimedia integration, and the flexibility of course administration.

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Online Courseware and How Can it Help?

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  1. Online Courseware and How Can it Help? Christopher M Vaughan Chair, APGO Medical Education Coor Task Force Medical Education Coordinator Clinical Coordinator, Orange Team Boston University School of Medicine Department of Obstetrics and Gynecology Boston Medical Center

  2. Disclosure • I have no relevant financial relationship with a commercial interest Footer copy to go here.

  3. Learning Objectives • At the end of this session the participant will be able to: • Recognize how online courseware can be used to facilitate meeting LCME requirements. • Appreciate the uses of online courseware for course administration. • Identify how an online course could benefit your program.

  4. What is web based learning? • Includes the following: • Discussion forums • Videoconferencing • Streaming video • Static pages (syllabus, pocket guide etc.) McKimm, J., Jollie, C., Cantillon, P. ABC of learning and teaching: web based learning. BMJ. Vol. 326, 2003.

  5. Why should we become comfortable managing online courses? • Computer assisted learning is inevitable • It is convenient and flexible • Unique presentational benefits • Personalized learning • Economics of scale Greenhalagh, T. Computer assisted learning in undergraduate medical education. BMJ. Vol 322. 2001.

  6. Benefits of E-Learning in Medical Education • Allows learning to be individualized (adaptive learning) • Preferred by administrators, faculty and students • Multimedia learning enhances teaching and learning • Increased retention and better use of content Ruiz, J., Minstzer, M., Leipzig, R. The impact e-learning in medical edcation. Academic Medicine, 81(3) 2006.

  7. ED-44 • Medical students assigned to each instructional site should have the same rights and receive the same support services.

  8. What do I have on my site? • Announcements • Clerkship Leadership Contact Info • Community Site Contacts • ALL Faculty, Resident, Midwifery Email Addresses • Learning Objectives and Syllabus • All Schedules • Grading Guidelines • Reading Schedule by topic • Self Directed Learning if a required case was not seen • Case Presentation Guidelines • OSCE Guidelines • Shelf Prep • Supplemental Information • Direct link to email classmates and clerkship leadership • Course Didactic Evaluations • Grades

  9. ED-8 • The curriculum of a medical education program must include comparable educational experiences across all instructional sites.

  10. ED-24 • Residents who supervise or teach medical students and graduate students must be familiar with the educational objectives of the clerkship.

  11. ED-47 • A medical education program must consider medical student evaluations of their clerkships, teachers and a variety of other measures.

  12. What makes a good online course? • Open learning (self study) materials • Website design • Technical design Greenhalagh, T. Computer assisted learning in undergraduate medical education. BMJ. Vol 322. 2001.

  13. cvaughan@bu.edu

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