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A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training

OBJECTIVES: This study aims to explore GP residents' knowledge retention and residents' and clinical teachers' perception on the learning value of a dermatology E-learning programme. METHODS: The study used a mixed-method design with a convergent parallel collection of data. GP reside...

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Autores principales: Verheijden, Michelle J. H., Martens, Herm, Heeneman, Sylvia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: IJME 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8994645/
https://www.ncbi.nlm.nih.gov/pubmed/34590586
http://dx.doi.org/10.5116/ijme.612f.3d6c
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author Verheijden, Michelle J. H.
Martens, Herm
Heeneman, Sylvia
author_facet Verheijden, Michelle J. H.
Martens, Herm
Heeneman, Sylvia
author_sort Verheijden, Michelle J. H.
collection PubMed
description OBJECTIVES: This study aims to explore GP residents' knowledge retention and residents' and clinical teachers' perception on the learning value of a dermatology E-learning programme. METHODS: The study used a mixed-method design with a convergent parallel collection of data. GP residents (n=21) were selected through purposive sampling and were randomized to an E-learning group (n=12) or a traditional teaching methods group (n=9). The pre-and post-intervention knowledge tests of the E-learning group were compared using paired-samples t-tests. Post-knowledge tests scores of both groups were compared using independent t-tests. Cronbach's coefficient α was used to calculate the internal consistency of the questions used in the knowledge tests. Individual semi-structured interviews and clinical teachers (n=16) were conducted and analyzed using King's template analysis. RESULTS: The E-learning group showed a significant increase in mean knowledge test scores from 58.92% (SD=9.55%) to 64.92% (SD=13.65%) (t((11))=2.258, p=0.045, Cohen’s d=0.51). The pre-knowledge test consisted of 46 items (Alpha=0.78), and the post-knowledge tests consisted of 45 items (Alpha=0.90). Interview data showed that the E-learning programme aided GP trainees' learning process and favoured a mixed-method teaching design, in which E-learning is used in parallel to the traditional teaching methods. CONCLUSIONS: A dermatology E-learning programme appeared an effective strategy in resident's knowledge acquiring. The key users' perceptions, both residents and clinical teachers, indicated that E-learning was feasible and helpful for learning processes. Further research is required to evaluate the implementation of E-learning programmes in parallel to regular teaching programs.
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spelling pubmed-89946452022-04-19 A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training Verheijden, Michelle J. H. Martens, Herm Heeneman, Sylvia Int J Med Educ Original research OBJECTIVES: This study aims to explore GP residents' knowledge retention and residents' and clinical teachers' perception on the learning value of a dermatology E-learning programme. METHODS: The study used a mixed-method design with a convergent parallel collection of data. GP residents (n=21) were selected through purposive sampling and were randomized to an E-learning group (n=12) or a traditional teaching methods group (n=9). The pre-and post-intervention knowledge tests of the E-learning group were compared using paired-samples t-tests. Post-knowledge tests scores of both groups were compared using independent t-tests. Cronbach's coefficient α was used to calculate the internal consistency of the questions used in the knowledge tests. Individual semi-structured interviews and clinical teachers (n=16) were conducted and analyzed using King's template analysis. RESULTS: The E-learning group showed a significant increase in mean knowledge test scores from 58.92% (SD=9.55%) to 64.92% (SD=13.65%) (t((11))=2.258, p=0.045, Cohen’s d=0.51). The pre-knowledge test consisted of 46 items (Alpha=0.78), and the post-knowledge tests consisted of 45 items (Alpha=0.90). Interview data showed that the E-learning programme aided GP trainees' learning process and favoured a mixed-method teaching design, in which E-learning is used in parallel to the traditional teaching methods. CONCLUSIONS: A dermatology E-learning programme appeared an effective strategy in resident's knowledge acquiring. The key users' perceptions, both residents and clinical teachers, indicated that E-learning was feasible and helpful for learning processes. Further research is required to evaluate the implementation of E-learning programmes in parallel to regular teaching programs. IJME 2021-09-29 /pmc/articles/PMC8994645/ /pubmed/34590586 http://dx.doi.org/10.5116/ijme.612f.3d6c Text en Copyright: © 2021 Michelle J. H. Verheijden et al. https://creativecommons.org/licenses/by/3.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/ (https://creativecommons.org/licenses/by/3.0/)
spellingShingle Original research
Verheijden, Michelle J. H.
Martens, Herm
Heeneman, Sylvia
A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training
title A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training
title_full A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training
title_fullStr A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training
title_full_unstemmed A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training
title_short A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training
title_sort dermatology e-learning programme is perceived as a valuable learning tool in postgraduate general practice training
topic Original research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8994645/
https://www.ncbi.nlm.nih.gov/pubmed/34590586
http://dx.doi.org/10.5116/ijme.612f.3d6c
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