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Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study.

Peter Nicklen1, Jennifer L Keating, Stephen Maloney

  • 1Monash University - Peninsula Campus, Department of Physiotherapy, Melbourne, Australia. pdnic1@student.monash.edu.

JMIR Medical Education
|October 13, 2016
PubMed
Summary

Students showed hesitation towards remote-online case-based learning (RO-CBL), with 34% hesitant to adopt the online format. Training and demonstrations are crucial for improving understanding and reducing resistance to e-learning in physiotherapy education.

Keywords:
distance educationproblem-based learningprofessional educationteaching

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Area of Science:

  • Medical Education
  • Health Professions Education
  • E-learning

Background:

  • Case-based learning (CBL) is a collaborative educational method.
  • Web-conferencing supports CBL delivery, but e-learning implementation often faces resistance.
  • Strategies to mitigate resistance to e-learning in health professions education require exploration.

Purpose of the Study:

  • To explore student preconceptions and understanding of remote-online case-based learning (RO-CBL).

Main Methods:

  • Study conducted with third-year Bachelor of Physiotherapy students at Monash University in 2013.
  • Pre- and post-training surveys administered to assess student preconceptions of RO-CBL.
  • 73 students invited, 66 completed both surveys (9.6% attrition).

Main Results:

  • Three key themes emerged regarding student preconceptions: flexibility, readiness to change, and value of training.
  • Thirty-four percent of participants expressed hesitation towards the online format.
  • Training including demonstrations and trial runs was valued by students.

Conclusions:

  • Educational designers must not assume student digital competence for professional learning.
  • Identifying student needs pre-implementation allows for targeted training.
  • Effective training can reduce resistance, improve understanding, and enhance the learning experience in RO-CBL.