Begin with the End in Mind:  Designing and Implementing an Effective System for Evaluation and Feedback of Learners in Regional Medical Campus Residency Settings

Distributed medical education, and instruction at regional medical campuses, is becoming more prevalent. With its focus on connecting learners in multiple environments outside of traditional classroom or clinical environments, the role of technology is central to its success. In many distributed medical education settings, videoconferencing plays a central role. Over the course of a three-year ethnographic study, we learned that videoconference technologies are more than the background for learning, but rather play a central role. We describe herein a series of practical tips for those working in the context of a videoconferenced distributed medical education program. Rather than treating videoconferencing technologies as something we can ignore, predict, or control, we hope that the tips help educators at regional medical campuses to think critically about the realities of teaching and learning in a videoconferenced distributed context.

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Teaching and Learning with Videoconferencing at Regional Medical Campuses

Journal of Regional Medical Campuses ◽

10.24926/jrmc.v2i1.1559 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Anna MacLeod ◽

Paula Cameron ◽

Olga Kitts ◽

Gregory Power ◽

Jonathan Tummons

Keyword(s):

Medical Education ◽

Education Program ◽

Teaching And Learning ◽

Ethnographic Study ◽

Traditional Classroom ◽

Medical Education Program ◽

Regional Medical ◽

Clinical Environments ◽

Multiple Environments

Distributed medical education, and instruction at regional medical campuses, is becoming more prevalent. With its focus on connecting learners in multiple environments outside of traditional classroom or clinical environments, the role of technology is central to its success. In many distributed medical education settings, videoconferencing plays a central role. Over the course of a three-year ethnographic study, we learned that videoconference technologies are more than the background for learning, but rather play a central role. We describe herein a series of practical tips for those working in the context of a videoconferenced distributed medical education program. Rather than treating videoconferencing technologies as something we can ignore, predict, or control, we hope that the tips help educators at regional medical campuses to think critically about the realities of teaching and learning in a videoconferenced distributed context.

Download Full-text