Abstract
Abstract
Background
With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions.
Aim
To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs.
Methods
This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries.
Results
This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice.
Conclusion
Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.
Publisher
Springer Science and Business Media LLC
Subject
Education,General Medicine
Reference40 articles.
1. Lewis KO, Cidon MJ, Seto TL, Chen H, Mahan JD. Leveraging e-learning in medical education. Curr Problems Pediatr Adolesc Health Care. 2014;44(6):150–63. https://doi.org/10.1016/j.cppeds.2014.01.004.
2. Allen IE, Seaman J. Grade level: Tracking online education in the United States (Rep.). Babson Survey Research Group. 2015. http://www.onlinelearningsurvey.com/reports/gradelevel.pdf. Accessed Dec 2020.
3. Ahmed H, Allaf M, Elghazaly H. COVID-19 and medical education. Lancet Infect Dis. 2020;20(7):777–8. https://doi.org/10.1016/s1473-3099(20)30226-7.
4. Ehlers UD. Qualität im e-learning aus lernersicht: Grundlagen, empirie und modellkonzeption subjektiver qualität. 2nd ed. Wiesbaden: VS Verlag; 2011.
5. International Organization for Standardization. 2015. ISO/IEC 19796–1:2005-Information technology—Learning, education and training— Quality management, assurance and metrics— Part 1: General approach. Retrieved from http:/ /www.iso.org/iso/home/store/catalogue_tc/ catalogue_detail.htm?csnumber=33934. Accessed Jan 2021.
Cited by
28 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献