The 5-step e-learning model to complement face-to-face teaching of clinical undergraduate medical students

C. P. 1Hebbes,
R. N. 2Leighton, 2Kumar,
1Honorary Clinical Education Fellow, Leicester Medical School (cph8@leicester.ac.uk)
2Consultant Anaesthetist, University Hospitals of Leicester NHS Trust

BDRA East Midlands Healthcare Workforce Deanery

Introduction Methods Evaluation
With increasing medical student numbers and an increasing Following the introduction of the blended learning curriculum, student Student perspective
throughput of patients, it can be difficult to ensure that medical participation was monitored and students were invited to a feedback Student participation on the course was moderate depending on the
students experience an adequate range of conditions. We session, during which time they gave both verbal feedback and activity. Out of 40 students, participation was as follows; Learning
completed a feedback questionnaire. Planner (8), management wiki (18), Interactive case week 1 (33), week 2
describe a new blended eLearning peer learning approach with
Student generated content was archived to analyse student (29), week 3 (17). Students were asked to rate their enjoyment and
clinical undergraduate medical students during their
participation. usefulness of the eTivities on a Likert scale from 0 (disagree strongly) to
perioperative attachment. We present a series of 3 eTivities and 5 (agree strongly).
associated evaluation utilising a variety of Web 2.0 collaborative 5
4.5
approaches including wikis and asynchronous discussion boards Online Face to face 4
modelled on the 5 steps approach (Salmon). 3.5
3

Learning planner 2.5

2
Development From the initial stages of the 1.5
Supporting attachment, student use a 1
responding
discussion board to identify and 0.5
Week 1
Providing links outside closed discuss their learning objectives. 0

conferences Students attend orientation week Useful Enjoyable Useful Enjoyable Useful Enjoyable
(Stages 1 & 2) eTivity 1 eTivity 2 eTivity 3
Knowledge construction Learning planner Management wiki Interactive case

Facilitating process Objectives reinforced by lecture Tutor perspective

material and workbook exercises From the tutor perspective, these eTivities provide a means to manage a
Conferencing Airway Management distributed group of students. The implementation of eLearning has
Students access an interactive taken a considerable investment of time.
Information exchange
airway management resource to
Amount of interactivity

Facilitating tasks and supporting

enhance their learning
use of learning materials
Conclusions
Searching, personalising software Our implementation of eLearning in a blended curriculum has
Online socialisation highlighted a number of important issues for all developers of eLearning
Familiarising and providing bridges between Pre/Peri/Post curricula, related to the curriculum itself, to the students and to the
cultural, social and learning environments Weeks 2-7
They are encouraged to reflect design of electronic resources.
Students begin clinical phase of
Setting up system and accessing on patients that they have seen Student participation increased as the course continued; it is unclear
their attachment.
in identifying pre/peri and post whether this was related to “word of mouth” or to the later eTivities
Access and motivation
Welcoming and encouraging operative problems. (Stage 3) being more engaging than the earlier ones. Students did give more
Following patients through the
positive feedback in relation to the interactive cases and to the
preoperative assessment, surgery
management wiki than to the learning planner activity. Feedback from
Setting up system and accessing and postoperative follow up
the interactive cases in particular was highly variable; some students
found them very useful, and others felt that they were less so. This may
Interactive case Students develop acute care skills
reflect difficulty in engaging with online materials for certain students,
Students work together in online in practical airway workshops,
Acknowledgements groups to solve a case that intensive care attachments and
although the reasons, whether related to learning styles or to other
We acknowledge the help and assistance provided by Dr Hazel factors are worthy of further investigation.
develops throughout weeks 3-6 simulation scenarios.
Derbyshire and her team and Dr Ale Armellini of the Beyond Distance (Stage 4)
Learning Alliance, University of Leicester.