elearning in basic clinical skills

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e-learning in basic clinical skills Dr Gerry
Gormley MD MRCGPSenior Clinical Academic and
GP
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Overview

• Background to clinical skills
• Development of an e-learning clinical skills
  environment
• Clinical skills website tour
• Evaluation of e-learning in clinical skills
  learning

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Clinical skills
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Clinical Skill acquisitionsee one, do one,
teach one..
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Cognitive phase

• Observe expert demonstrate skill
• Allows the learner to create an advanced
  planner upon which new learning can be
  structured

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Associative phase

• Opportunity to practice skill
• Facilitate integration of new knowledge
• Encourage
• Feedback
• Connections
• Reflection

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Learning trajectory
?
?
Performance of task
competency
Number of practice trials
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Development of a Clinical Skills website
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• CSEC website launched in November 2004
• Aims
• Supplement student learning
• Act as a teaching resource
• Promote vertical / horizontal integration
• Promote standardization of teaching

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Multidisciplinary
GMC
NPSA
External images - permission
Royal Colleges
Patient consent
External bodies
Text
Images
Web ready
Clinical skills networks
Script
Content
Page design
Curriculum
Film
Study guide
Video
WEB PAGE?
Teacher feedback
Edit
Student feedback
Web ready
Evaluation
Periodic update
Feedback / evaluation
Internal review
External review
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Website tour
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? www.qub.ac.uk/cskills
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Evaluation of e-learning in Clinical Skills
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• e-learning gaining popularity in undergraduate
  curriclua
• Greenhalgh T. CAL in undergraduate medical
  education BMJ 200176852-5
• Educationalists have been encouraged to evaluate
  the impact of e-learning in the medical setting.
• Cook J. The role of virtual learning
  environments in UK medical Education. 2001
  http//www.ltss.bris.ac.uk/jules/jtap-623.pdf
• However, evidence limited in effectiveness of
  e-learning in basic clinical skills learning

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Objectives
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• Assessed students perceived
• IT accessibility and literacy
• Impact of CAL on the learning of clinical skills
• Preferred methods of e-learning in clinical
  skills
• Factors associated with e-learning assessment
  performance

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Method
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Brain storming
Focus group
Literature review
Draft questionnaire
Pilot questionnaire
Deploy questionnaire
2nd year medical students basic clinical skills
course n269
Basic clinical skills OSCE score Cronbachs ?
0.75
Data entry
Analysis and interpretation
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Results
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Conclusions
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• e-learning has a positive role in basic clinical
  skills learning
• Promotes examination of real patients and
  standardization of teaching
• Students find videos important in the development
  of their psychomotor skills
• Students who display deep learner traits when
  utilizing e-learning in clinical skills - perform
  better in OSCEs
• Development and utilization of e-learning
  environments needs to promote aspects of deep
  learning

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Newer technologies are not necessarily better
than traditional methods of teaching..the choice
of technology needs to be driven by the learner,
not by its novelty.. Bates AW. Technology,
open learning and distance education. London
Routledge 1995.
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Acknowledgements
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The team Dr Kate Collins, Mairead Boohan, Dr
Helen Wilson and Mark McCalmont Audiovisual Alan
Soutar Amanda Sefton, Media Services, Queens
University Belfast Funding Centre for
Educational Development (TQEF) Statistical
analysis Mr Mike Stevenson, Division on Medical
Education, School of Medicine Dentistry