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Collaborative e-learning using streaming video and asynchronous discussion boards to teach the cognitive foundation of medical interviewing: a case study.

John M Wiecha·Robert Gramling·Phyllis Joachim·Hannelore Vanderschmidt
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Abstract

BACKGROUND: Advances in electronic technology have created opportunities for new instructional designs of medical curricula. OBJECTIVE: We created and evaluated a 4-week online elective course for medical students to teach the cognitive basis for interviewing skills. METHODS: Ten students, from 2 medical schools, studied online modules on interviewing concepts and viewed videos illustrating the concepts. They then participated in asynchronous discussion groups designed to reinforce course concepts, stimulate reflective learning, and promote peer learning. RESULTS: In qualitative evaluations, learners reported improvements in self-awareness; increased understanding of interviewing concepts; and benefits of online learning vs face to face learning. Participants reported high levels of satisfaction with online learning and with achievement of course objectives. Self-reported knowledge scores increased significantly from pre-course completion to post-course completion. CONCLUSIONS: Online education has significant potential to augment curriculum on the medical interview, particularly among students trained in community settings geographically distant from their academic medical center.

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Clinical CompetenceCognitive ScienceCooperative BehaviorEducation, MedicalHumansInternetInterviews as TopicLearningMedical History TakingPhysician-Patient RelationsStudents, MedicalVideo RecordingCase ReportsJournal ArticleMulticenter StudyResearch Support, Non-U.S. Gov't

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John M Wiecha, Robert Gramling, Phyllis Joachim, Hannelore Vanderschmidt. Collaborative e-learning using streaming video and asynchronous discussion boards to teach the cognitive foundation of medical interviewing: a case study.. https://doi.org/10.2196/jmir.5.2.e13

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