Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment
Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment
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儿科急诊医学混合式学习：虚拟学习环境的初步分析
DOI：
10.1097/mej.0b013e3283514cdf
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发表时间：
2013
影响因子：
4.4
通讯作者：
S. Carley
中科院分区：
文献类型：
--
作者：
R. Spedding;R. Jenner;Katherine Potier;K. Mackway;S. Carley
目的儿科急诊医学（PEM）目前面临着许多相互竞争的教育挑战。最近工作模式的变化使得向受训人员提供有效教学变得极为困难。我们开发了一个虚拟的学习环境，社会建构主义原则的基础上，它允许学习发生，无论时间或地点。其目的是评估混合电子学习方法对PEM培训的有效性。方法我们评估的经验，ST3学员在PEM使用多模式的方法。我们对6个月内的留言板讨论进行了分类和分析，以寻找实践变化和学习的证据。我们进行了半结构化的定性访谈学员约5个月后，他们完成了课程。结果受训者接受了虚拟学习环境，并对混合学习方法有积极的体验。社会建构主义学习确实是通过使用虚拟学习环境上的留言板进行的。尽管他们最初对在线学习系统不熟悉，但参与者发现它很容易访问和使用。参与者发现学习相关，车间学习和在线内容之间存在重叠。临床讨论通常由论坛上的学员领导，这些讨论被描述为愉快和信息丰富。结论基础PEM的混合电子学习方法对学员来说是有效且愉快的。
Objectives Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. Methods We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Results Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. Conclusion A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.