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Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate
R A De Leeuw1, Michiel Westerman2, E Nelson3
1Athena Institute for Trans-disciplinary Research, VU University Amsterdam, De Boelelaan 1118, Amsterdam, 1081 HZ, The Netherlands. r.deleeuw@vumc.nl.
Background:
E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.
Methods:
We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.
Results:
Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.
Conclusion:
This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.
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