The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

Efficacy of Teaching Clinical Clerks and Residents how to Fill out the Form 1 of the Mental Health Act Using an e‑Learning Module  pp239-246

Sarah Garside, Anthony Levinson, Sophie Kuziora, Michael Bay, Geoffrey

© Dec 2009 Volume 7 Issue 3, Special ICEL 2009 Issue, Editor: Florin Salajan and Avi Hyman, pp191 - 316

Look inside Download PDF (free)

Abstract

Background: Every physician in Ontario needs to know how to fill out a Form 1 in order to legally hold a person against their will for a psychiatric assessment. These forms are frequently inaccurately filled out, which could constitute wrongful confinement and, in extreme circumstances, could lead to fines as large as $25,000. Training people to fill out a Form 1 accurately is a large task, and e‑learning (Internet‑based training) provides a potentially efficient model for health human resources training on the Form 1. Objective: In this study, we looked at the efficacy of an e‑learning module on the Form 1 by comparing baseline knowledge and skills with posttest performance. Methods: 7 medical students and 15 resident physicians were recruited for this study from within an academic health sciences setting in Hamilton, Ontario, Canada (McMaster University). The intervention took place over 1 hour in an educational computing lab and included a pretest (with tests of factual knowledge, clinical reasoning, and demonstration of skill filling out a Form 1), the e‑learning module intervention, and a posttest. The primary outcome was the change between pre‑ and posttest performance. A scoring system for grading the accuracy of the Form 1 was developed and two blinded raters marked forms independently. Participants were randomly assigned to one of two sequences of assessments (A then B vs B then A), with a balanced design determining which test the participants received as either the pretest or posttest. Inter‑rater reliability was determined using the Intraclass Correlation. Repeated measures analysis of variance was conducted. Results: The Intraclass Correlation (ICC) as the measure for inter‑rater reliability was 0.98. For all outcome measures of knowledge, clinical reasoning, and skill at filling out the Form 1 there was a statistically significant improvement between pretest and posttest performance (knowledge, F(1,21) 54.5, p<0.001; clinical reasoning, F(1,21) 9.39, p=0.006; Form 1 skill, F(1,21) 15.7, p=0.001). Further analysis showed no significant differences or interactions with other variables such as between raters, the order of assessment, or trainee type. Conclusions: Under laboratory conditions, this e‑learning module demonstrated substantial efficacy for training medical students and residents on the theory and practice of filling out the Form 1 of the Mental Health Act. E‑learning may prove to be an efficient and cost‑effective medium for training physicians on this important medico‑legal aspect of care. Further research is required to look at the longer‑term impact of training and broader implementation strategies across the province for medical trainees and practicing physicians.

 

Keywords: medicine, skills, training, healthcare, education, psychiatry

 

Share |

Journal Article

Empathy and Dignity through technology: using lifeworld‑led multimedia to enhance learning about the head, heart and hand  pp320-330

Andy Pulman, Kathleen Galvin, Maggie Hutchings, Les Todres, Anne Quinney, Caroline Ellis-Hill, Peter Atkins

© Aug 2012 Volume 10 Issue 3, Special ECEL issue, Editor: Sue Greener and Asher Rospigliosi, pp257 - 379

Look inside Download PDF (free)

Abstract

In 2010, the School of Health and Social Care developed a collaborative lifeworld led transprofessional curriculum for health and social work disciplines harnessing technology to connect learners to a wider view of evidence based practice. The purpose was to increase use of technology‑enhanced learning, introduce lifeworld‑led philosophy to the curriculum, release staff potential, and expose students to research undertaken within the School. Delivered to over 600 undergraduate students from community deve lopment, midwifery, nursing fields, occupational therapy, paramedic science, physiotherapy and social work, the Exploring Evidence to Guide Practice Unit was facilitated by a number of resources including lectures, group work and a variety of web‑based le arning materials. Central to the unit were seventeen web‑based case studies which included the human experience of the impact of specific illnesses (such as stroke and living with dementia) and more general experiences (such as social isolation and hom elessness). Each case study provided stories and poems, qualitative and quantitative research and policy and practice issues related to specific topics. At the heart of the philosophy underpinning the case studies and unit was an opportunity for students to integrate understandings about different kinds of knowledge for practice, conventional evidence, understandings about the persons or service users experience and the students own insights that came from imagining what it was like for the person e xperiencing a condition or situation and encountering human services (Galvin and Todres 2011). The project built on the successful development of Wessex Bay, a virtual community of case scenarios, used as problem‑based triggers to engage students in lea rning activities relating to the residents (Pulman, Scammell and Martin 2009). This paper discusses the development of the web based case studies and how they integrated visual and audio materials with the aim of enhancing the lifeworld experience of st udents.

 

Keywords: Lifeworld, technology, transprofessional, web, humanising care, healthcare

 

Share |