Event Title
Enhancing geriatrics rotation training through the use of WebCT
Location
Terry
Format
Podium Presentation
Start Date
16-1-2010 10:20 AM
End Date
16-1-2010 10:50 AM
Abstract
INTRODUCTION: At NSU-COM monthly clinical rotations end with students returning to campus for an end-of-rotation exam on content learned during the month. Students performed well and faculty felt the exam allowed students to demonstrate competency skills. The challenge of cost and inconvenience had been raised in student evaluations. With the shift toward ACCOM competency based assessment, we used this opportunity to explore alternative learning methods and accommodate learning styles of students.
PURPOSE: Our purpose was to enhance the Geriatrics rotation using a different paradigm. We decided to utilize design teams, adult learning theory, core competency skills and maximize the use of interactive technology.
METHODOLOGY: We created eight online learning modules to be completed by students during the month rotation. Content of the modules focused on clinical case problems frequently encountered in Geriatrics and online journal articles which highlighted standards of treatment. We eliminated the exam and allowed students to complete the modules at any time accessing it through WebCT. At the end of the rotation students completed an online survey regarding the experience.
RESULTS: The online survey completed by the students focused on questions on the module structure, time needed to complete the module, content, and core competency outcomes. Results indicated student enjoyed the learning experience and felt more prepared to care for elderly patients. Students accessed reading material more frequently and recommended the continued use of modules during the clinical training years.
CONCLUSIONS: Based upon our results, we advocated expanding the use of interactive, case based modules in our 3rd and 4th year curriculum. Guidelines for module development should include using interactive online content, based in adult learning theory and using faculty collaboration on the design team.
Enhancing geriatrics rotation training through the use of WebCT
Terry
INTRODUCTION: At NSU-COM monthly clinical rotations end with students returning to campus for an end-of-rotation exam on content learned during the month. Students performed well and faculty felt the exam allowed students to demonstrate competency skills. The challenge of cost and inconvenience had been raised in student evaluations. With the shift toward ACCOM competency based assessment, we used this opportunity to explore alternative learning methods and accommodate learning styles of students.
PURPOSE: Our purpose was to enhance the Geriatrics rotation using a different paradigm. We decided to utilize design teams, adult learning theory, core competency skills and maximize the use of interactive technology.
METHODOLOGY: We created eight online learning modules to be completed by students during the month rotation. Content of the modules focused on clinical case problems frequently encountered in Geriatrics and online journal articles which highlighted standards of treatment. We eliminated the exam and allowed students to complete the modules at any time accessing it through WebCT. At the end of the rotation students completed an online survey regarding the experience.
RESULTS: The online survey completed by the students focused on questions on the module structure, time needed to complete the module, content, and core competency outcomes. Results indicated student enjoyed the learning experience and felt more prepared to care for elderly patients. Students accessed reading material more frequently and recommended the continued use of modules during the clinical training years.
CONCLUSIONS: Based upon our results, we advocated expanding the use of interactive, case based modules in our 3rd and 4th year curriculum. Guidelines for module development should include using interactive online content, based in adult learning theory and using faculty collaboration on the design team.
