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PubMed · 12708073

Electrifying a medical school course: a case study.

J Dennis Hoban·Jeanne B Schlesinger·R Paul Fairman·Margaret M Grimes
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Abstract

BACKGROUND: At Virginia Commonwealth University School of Medicine, the Dean charged the curriculum office to "electrify the curriculum." An instructional development team chose a 2nd-year course to serve as a model e-course and to provide evaluation data for a 2-year study. DESCRIPTION: The instructional development process used instructional and Web design principles. An evaluation plan included a number of data collection methods: e-mail surveys, a focus group, student diaries, and comprehensive end-of-course student assessments. The e-course allowed students to take advantage of learning opportunities that traditional face-to-face instruction normally does not. EVALUATION: Students found access to multiple images; interactivity; and meaningful, efficient navigation within the site to be useful. Web-based instruction shows promise to aid students in the transition from concept acquisition to complex "doctor thinking." It does not replace the need for human teachers. CONCLUSION: The authors conclude with instructional design suggestions to exploit the power of Web-based teaching for the enhancement of complex learning.

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Computer-Assisted InstructionData CollectionEducation, Medical, UndergraduateEducational MeasurementHumansInternetProgram EvaluationJournal Article

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J Dennis Hoban, Jeanne B Schlesinger, R Paul Fairman, Margaret M Grimes. 2003. Electrifying a medical school course: a case study.. https://doi.org/10.1207/s15328015tlm1502_12

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