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A guide for evaluation of online learning in medical education: a qualitative reflective analysis

BACKGROUND: With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some g...

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Autores principales: Wasfy, Nourhan F., Abouzeid, Enjy, Nasser, Asmaa Abdel, Ahmed, Samar A., Youssry, Ilham, Hegazy, Nagwa N., Shehata, Mohamed Hany K., Kamal, Doaa, Atwa, Hani
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8190722/
https://www.ncbi.nlm.nih.gov/pubmed/34112155
http://dx.doi.org/10.1186/s12909-021-02752-2
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author Wasfy, Nourhan F.
Abouzeid, Enjy
Nasser, Asmaa Abdel
Ahmed, Samar A.
Youssry, Ilham
Hegazy, Nagwa N.
Shehata, Mohamed Hany K.
Kamal, Doaa
Atwa, Hani
author_facet Wasfy, Nourhan F.
Abouzeid, Enjy
Nasser, Asmaa Abdel
Ahmed, Samar A.
Youssry, Ilham
Hegazy, Nagwa N.
Shehata, Mohamed Hany K.
Kamal, Doaa
Atwa, Hani
author_sort Wasfy, Nourhan F.
collection PubMed
description BACKGROUND: With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. AIM: To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. METHODS: This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. RESULTS: This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. CONCLUSION: Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02752-2.
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spelling pubmed-81907222021-06-10 A guide for evaluation of online learning in medical education: a qualitative reflective analysis Wasfy, Nourhan F. Abouzeid, Enjy Nasser, Asmaa Abdel Ahmed, Samar A. Youssry, Ilham Hegazy, Nagwa N. Shehata, Mohamed Hany K. Kamal, Doaa Atwa, Hani BMC Med Educ Research BACKGROUND: With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. AIM: To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. METHODS: This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. RESULTS: This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. CONCLUSION: Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-021-02752-2. BioMed Central 2021-06-10 /pmc/articles/PMC8190722/ /pubmed/34112155 http://dx.doi.org/10.1186/s12909-021-02752-2 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Wasfy, Nourhan F.
Abouzeid, Enjy
Nasser, Asmaa Abdel
Ahmed, Samar A.
Youssry, Ilham
Hegazy, Nagwa N.
Shehata, Mohamed Hany K.
Kamal, Doaa
Atwa, Hani
A guide for evaluation of online learning in medical education: a qualitative reflective analysis
title A guide for evaluation of online learning in medical education: a qualitative reflective analysis
title_full A guide for evaluation of online learning in medical education: a qualitative reflective analysis
title_fullStr A guide for evaluation of online learning in medical education: a qualitative reflective analysis
title_full_unstemmed A guide for evaluation of online learning in medical education: a qualitative reflective analysis
title_short A guide for evaluation of online learning in medical education: a qualitative reflective analysis
title_sort guide for evaluation of online learning in medical education: a qualitative reflective analysis
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8190722/
https://www.ncbi.nlm.nih.gov/pubmed/34112155
http://dx.doi.org/10.1186/s12909-021-02752-2
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