Design and first impressions of a SPOC in clinical workplace learning (Preprint)

Abstract

Clinical workplace learning takes place in a dynamic and complex learning environment that is designated as site for patient care and education. Challenges in clinical training can be overcome by implementing blended learning, since it offers flexible learning programs suitable for student-centered learning, online collaboration and peer-learning.

This article describes the design process of a Small Private Online Course (SPOC) from a theoretical and practical perspective, its’ integration in a clinical clerkship in internal medicine and the first impressions of clerks (n = 20) on using the SPOC.

The design of the SPOC was based on 1) general theoretical principles that learning should be constructive, contextual, collaborative and self-regulated and 2) self-determination theory to stimulate intrinsic motivation. Clerks’ impressions were evaluated with an online questionnaire and group interview.

The evaluation shows that the SPOC is a useful and accessible addition to the clinical learning environment, providing an alternative opportunity to improve knowledge and skills. Online collaboration through interaction with peers in the SPOC was perceived as less effective, since student feedback was felt inferior to teacher feedback. Self-regulated learning and autonomy could be improved since more flexible and just-in-time learning were preferred.

This article shows how design principles can be successfully applied to a SPOC to optimize its integration in clinical workplace learning. Further research is needed to improve online collaboration and interaction in our course.