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Tutorial options for clinicians undertaking postgraduate degrees online.

Naomi Noguchi1, Fiona Fern Stanaway1

  • 1University of Sydney.

Mededpublish (2016)
|December 11, 2023
PubMed
Summary
This summary is machine-generated.

Clinicians prefer individual work in online courses. Awarding participation marks and allowing solo tasks significantly boosted engagement and learning outcomes in postgraduate clinical epidemiology students.

Keywords:
Online educationasynchronous online discussionblended mode.cliniciansintensive workshopsmall-group teaching

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Area of Science:

  • Medical Education
  • Online Learning
  • Clinical Epidemiology

Background:

  • Online postgraduate programs require effective student engagement strategies.
  • Understanding student preferences for tutorial participation is crucial for optimizing learning.
  • Clinical epidemiology courses present unique challenges for online delivery.

Purpose of the Study:

  • To identify clinicians' preferred tutorial participation methods in online learning.
  • To assess the impact of different tutorial formats on student participation and performance.
  • To evaluate the effectiveness of individual versus group work in online clinical epidemiology studies.

Main Methods:

  • Part-time online postgraduate students in clinical epidemiology were offered various tutorial options.
  • Participation was tracked across different formats: ungraded asynchronous discussions, graded discussions, individual tasks, and face-to-face workshops.
  • Student performance was evaluated based on assignment marks and completion rates.

Main Results:

  • Ungraded asynchronous online discussions showed low attendance (63%).
  • Awarding a 1% participation mark and allowing individual tasks increased participation to 78% and improved assignment marks.
  • The majority of students (96% vs. 85%) preferred working alone over asynchronous or face-to-face options.

Conclusions:

  • Most clinicians in online programs prefer individual learning activities.
  • Incorporating participation marks and enabling individual task completion enhances student engagement and knowledge acquisition.
  • Intensive face-to-face workshops, though less preferred, also showed positive outcomes in participation and grades.