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Related Experiment Videos

Exploring and embracing complexity in a distance-learning curriculum for physicians.

Greg Ogrinc1, Mark E Splaine, Tina Foster

  • 1White River Junction VA Medical Center, White River Junction, Vermont 05009, USA. greg.ogrinc@dartmouth.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|March 14, 2003
PubMed
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Health professions education adapted to challenges by using interactive video (IV) for distance learning. This adaptable system, a complex adaptive learning model, offers a transformative approach for future health education programs.

Area of Science:

  • Health Professions Education
  • Medical Training
  • Distance Learning Technologies

Background:

  • Clinical medicine faces pressures from medical error focus and interdisciplinary care challenges.
  • Health professions education must adapt curricula to evolving healthcare demands.
  • The VA National Quality Scholars Fellowship initiated a self-disruption by adopting interactive video (IV) for its national curriculum.

Purpose of the Study:

  • To describe the transition from a classroom-based to an IV-based curriculum.
  • To analyze how this transition fostered an adaptable learning environment.
  • To present the IV curriculum as a model for complex adaptive learning in health professions education.

Main Methods:

  • Transitioning a national fellowship curriculum from in-person to interactive video (IV) delivery.

Related Experiment Videos

  • Documenting the learning process and adaptation strategies employed.
  • Analyzing the characteristics of the IV learning environment as a complex adaptive system.

    • Main Results:

    • The shift to IV necessitated learning core principles of virtual instruction.
    • Redefined roles for educators and learners within the IV environment.
    • The IV curriculum demonstrated characteristics of a complex adaptive learning system: self-organization, internal change, and transformation.

    Conclusions:

    • Interactive video (IV) can facilitate the creation of adaptable and resilient health professions education systems.
    • The developed IV curriculum serves as a viable model for distance learning in health professions.
    • This approach fosters a dynamic learning environment that evolves and transforms over time.