Abstract
Objectives
The purpose of this evaluation study was to identify the feasibility of repurposing specific online modules developed by the Public Health Agency of Canada as continuing education modules for front-line practitioners, in teaching clinical epidemiology to undergraduate medical students. Specifically, relevancy of the content, quality of online material, time-effectiveness of using the online component, required resources, and student satisfaction were investigated.
Method
Both qualitative and quantitative data were collected. Semi-structured interviews were conducted with stakeholders from the Skills Enhancement Program, technical support personnel, instructors, a web administrator and an assignment marker. Surveys measuring student satisfaction were administered to students in the middle of the online component and at the end of the course. Two student focus groups were conducted. As well, other documents (e.g., online materials, course packages) were reviewed.
Results
Instructors felt that the content of the modules was appropriate and would enhance learning, although making changes was time consuming. Medical students reported that the content was relevant and they enjoyed the flexibility allowed by the online components. However, students reported that there were too many assignments and too much content for the allotted time frame.
Conclusion
The Public Health Agency’s online content seems to be relevant to medical students, but needs to be fine-tuned further to cater to their specific needs. Instructors required a lot of time to review and revise the content. The time allocated for online content in this course was too little compared to the volume of information. It is feasible to repurpose the online modules in undergraduate medical education.
Key words: Community health education, undergraduate medical education, online learning
Résumé
Objectif
Cette étude d’évaluation visait à déterminer la faisabilité de transformer certains modules en ligne mis au point par l’Agence de la santé publique du Canada en modules de formation continue pour les praticiens de première ligne (enseignement de l’épidémiologie clinique aux étudiants de premier cycle en médecine). Plus précisément, nous avons étudié la pertinence du contenu, la qualité des documents en ligne, le gain de temps associé à l’utilisation du module en ligne, les ressources nécessaires et la satisfaction des étudiants.
Méthode
Nous avons recueilli des données qualitatives et quantitatives. Des entretiens semi-dirigés ont été menés auprès des partenaires du programme Amélioration des compétences, du personnel d’assistance technique, des enseignants, d’un webmestre et d’un correcteur de travaux. Des questionnaires mesurant la satisfaction des étudiants ont été administrés au milieu du module en ligne et à la fin du cours. Il y a eu deux groupes de discussion avec des étudiants. D’autres documents ont aussi été examinés (documents en ligne, trousses d’enseignement).
Résultats
Selon les enseignants, le contenu des modules était pertinent et susceptible d’améliorer l’apprentissage, mais les changements à y apporter prenaient du temps. Les étudiants en médecine ont trouvé le contenu pertinent et apprécié la souplesse que leur offraient les modules en ligne. Les étudiants ont cependant déclaré qu’il y avait trop de travaux à remettre et trop de contenu pour le temps accordé.
Conclusion
Le contenu en ligne de l’Agence de la santé publique semble pertinent pour les étudiants en médecine, mais doit être peaufiné pour mieux répondre à leurs besoins. Les enseignants ont eu besoin de beaucoup de temps pour examiner et réviser le contenu. Le temps accordé pour la portion en ligne du cours était trop restreint pour le volume d’information. Il est faisable de transformer des modules en ligne pour l’enseignement médical de premier cycle.
Mots clés: éducation à la santé communautaire, enseignement médical premier cycle, apprentissage en ligne
Footnotes
Conflict of Interest: None to declare.
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