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Creating a blended learning module in an online master study programme in oncology.

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Developing online medical education, like the Advanced Oncology (AO) program, faces challenges. Blended learning with direct interaction enhances student satisfaction and learning outcomes compared to purely online courses.

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Area of Science:

  • Medical Education
  • Oncology
  • E-learning

Background:

  • Ulm University's medical faculty established the Advanced Oncology (AO) postgraduate online master's program in 2010.
  • This study details challenges in developing an e-learning module for a medical biometry course within the AO program.
  • Focus is on course material implementation and single-loop learning experiences based on initial student evaluations.

Purpose of the Study:

  • To describe the challenges encountered in developing and implementing an e-learning module for advanced oncology education.
  • To evaluate the effectiveness of online learning strategies and identify areas for improvement in a blended learning environment.
  • To analyze student feedback and learning experiences to optimize the delivery of complex methodological content.

Main Methods:

  • Participants were qualified medical doctors and biomedical researchers in oncology.
  • The program utilized online didactic videos, supplemented by review articles, reading materials, MCQs, and exercises.
  • A blended learning approach included one-week attendance seminars, with evaluations using a five-point Likert scale for learning environment and acquired knowledge.

Main Results:

  • Lecture videos were created using practical oncological examples.
  • Low utilization of online tutorial support led to increased faculty presence during face-to-face seminars.
  • Post-revision of learning materials based on student feedback, lecture evaluations showed improvement.

Conclusions:

  • Developing online study programs presents challenges in maximizing student learning due to limited lecturer-student interaction.
  • A blended learning approach with direct interaction significantly improves learning advantages and student satisfaction over web-based contact alone.
  • Enhanced faculty presence and interactive elements are crucial for complex methodological subjects in online medical education.