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Developing online learning modules in a family medicine residency
Eric P Skye1, Leslie A Wimsatt, Tara A Master-Hunter
1Department of Family Medicine, University of Michigan, Women's Hospital, Ann Arbor, MI 48109-5239, USA. eskye@umich.edu
Family Medicine
|March 8, 2011
Summary
Web-based learning modules effectively met resident educational goals, showing improved understanding of core content. Formative assessment of the design and development process is crucial for optimizing online educational tools.
Area of Science:
- Medical Education
- Digital Learning
- Instructional Design
Background:
- Online modules present opportunities to overcome educational delivery barriers.
- Significant investment is required for developing online educational modules.
- Limited literature exists on the formative assessment of online module design and development.
Purpose of the Study:
- To evaluate the effectiveness of Web-based modules in Family Medicine instruction for resident learners.
- To assess faculty and staff perceptions of the Web-based module design and development process.
Main Methods:
- Utilized Web-based surveys, participant observation, focus groups, and pre/posttesting.
- Analyzed quantitative data using frequency distributions and mean comparisons.
- Thematically analyzed qualitative comments from participants.
Main Results:
- Residents reported that modules achieved educational goals and enhanced core content understanding.
- Pre/posttesting demonstrated statistically significant improvement in module effectiveness.
- Module authors faced challenges with Web authoring software and time allocation.
Conclusions:
- Formative assessment provides valuable insights for module developers and support staff.
- Assessment can guide training, content development, and improve module usability and navigation.
- Enhancing the ease of use, navigation, and content is key for resident learners.
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