Accepted for/Published in: JMIR Medical Education
Date Submitted: Dec 2, 2018
Open Peer Review Period: Dec 6, 2018 - Jan 31, 2019
Date Accepted: Apr 23, 2019
(closed for review but you can still tweet)
A theory- and evidence-based Postgraduate Medical E-learning Development Model: nine steps to an empirical educational experience
ABSTRACT
Background:
Postgraduate medical digital education (PGMDE) is increasingly used and evaluated. However, evaluation focusses mainly on reaching the learning goals and little on the design. The available design models for digital education (Instructional Design (ID) models) help educators create a digital education curriculum, but none are aimed at PGMDE. Studies show the need for efficient, motivating, useful and satisfactory digital education. The present paper will enable educators to create such learning by offering an ID model founded in evidence and theory and aimed at this specific target audience.
Objective:
To create an empirical Instructional Design model for postgraduate medical e-learning and to compare it with existing models used to evaluate and create PGMeL.
Methods:
Previously we performed an integrative literature review, focus group discussions and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After the initial nine-step plan was created, we compared these steps with other models used in literature.
Results:
The final nine steps were: 1. Describing who, why, what; 2. Selecting educational strategies; 3. Translating to the real world; 4. Choosing the technology; 5. Completing the team; 6. Planing the budget; 7. Plan the timing and timeline; 8. Implement the project and 9. Evaluate continuously. On comparing this nine-step model to other models, we found no other was as complete; nor were any of the other models aimed at PGMDE.
Conclusions:
Our nine-step model is the first to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a three-domain model of motivate, learn and apply into an ID model that can help every educator in creating efficient, motivating, useful and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as Education), others (such as Budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them
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Copyright
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