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Distance education. Part 1. Conceptualization and development.

L Piterman1, M Parer, P Schattner

  • 1Department of Community Medicine and General Practice, Monash University. leon.piterman@med.monash.edu.au

Australian Family Physician
|July 21, 2000
PubMed
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Monash University developed flexible distance education Master of Family Medicine courses. These programs successfully met educational objectives using standardized teaching methods despite initial challenges.

Area of Science:

  • Medical Education
  • Distance Learning
  • Family Medicine Training

Background:

  • Developed at Monash University, the Graduate Diploma/Masters in Family Medicine courses addressed the need for flexible learning options.
  • Transitioned from an on-campus format to distance education to meet evolving delivery needs.

Purpose of the Study:

  • To outline the development and implementation of distance education courses for Family Medicine.
  • To detail the application of adult learning principles and educational theories in course design.

Main Methods:

  • Course conceptualization and development involved expert consultation in distance education.
  • Applied principles of adult learning, phenomenology, and constructivism to course design.
  • Utilized standardized distance learning and teaching methods for curriculum delivery.

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Main Results:

  • Successfully met course objectives within a three-year development period.
  • Delivered four core and 15 clinical elective subjects.
  • Primarily utilized a paper-based format for course materials.

Conclusions:

  • Despite initial challenges, the distance education courses achieved their objectives.
  • Standardized distance learning methods proved effective for Family Medicine education.
  • The program provides a flexible pathway for postgraduate Family Medicine training.