Representing Black, Asian and Minority Ethnic Skin in Dermatology Education Amidst the COVID-19 Pandemic: An Evaluation of an E-learning Resource

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

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Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

Research in Learning Technology ◽

10.3402/rlt.v22.23362 ◽

2014 ◽

Vol 22 ◽

Cited By ~ 1

Author(s):

Karen M. Scott

Keyword(s):

Longitudinal Research ◽

New Teacher ◽

Learning Technology ◽

Learning Resources ◽

Learning Beliefs ◽

Learning Resource ◽

Beliefs And Practices ◽

E Learning ◽

The Subject ◽

The Way

As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.Keywords: e-learning sustainability; e-learning beliefs and practices; reflection; longitudinal research(Published: 30 July 2014)Citation: Research in Learning Technology 2014, 22: 23362 - http://dx.doi.org/10.3402/rlt.v22.23362

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DEVELOPMENT OF E-LEARNING RESOURCE FOR TEACHER EDUCATION UTILIZING A VOD-COMPATIBLE TEACHING PORTFOLIO

Advanced Technology for Learning ◽

10.2316/journal.208.2008.1.208-0926 ◽

2008 ◽

Vol 5 (1) ◽

Author(s):

H. Miyata∗

Keyword(s):

Teacher Education ◽

Learning Resource ◽

Teaching Portfolio ◽

E Learning

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Collaborative Partnership Approach to Improve Learning Through Interactive and Innovative Blended Learning: A Case Study of the National E-Learning Resource Centre (NELRC) at the University of Kelaniya, Sri Lanka

Blended Learning for Inclusive and Quality Higher Education in Asia ◽

10.1007/978-981-33-4106-7_3 ◽

2021 ◽

pp. 43-64

Author(s):

Suraweera Namali ◽

Yatigammana Kaushalya ◽

Priyankara Chathura ◽

Wijayarathna Gamini ◽

Ranepura Upul Jayantha

Keyword(s):

Sri Lanka ◽

Blended Learning ◽

Collaborative Partnership ◽

Learning Resource ◽

E Learning ◽

The University ◽

Partnership Approach

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Improving developmental and educational support for children born preterm: evaluation of an e-learning resource for education professionals

BMJ Open ◽

10.1136/bmjopen-2019-029720 ◽

2019 ◽

Vol 9 (6) ◽

pp. e029720 ◽

Cited By ~ 4

Author(s):

Samantha Johnson ◽

Deborah Bamber ◽

Vasiliki Bountziouka ◽

Sarah Clayton ◽

Lucy Cragg ◽

...

Keyword(s):

Preterm Birth ◽

Repeated Measures ◽

Special Educational Needs ◽

Learning Resource ◽

Education Professionals ◽

Repeated Measures Design ◽

Children’S Learning ◽

Before And After ◽

E Learning ◽

Children's Learning

ObjectivesChildren born preterm are at higher risk for special educational needs and poor academic attainment compared with term-born peers, yet education professionals receive limited training and have poor knowledge of preterm birth. We have developed an interactive e-learning resource and evaluated its efficacy in improving teachers’ knowledge of preterm birth and their confidence in supporting the learning of children born preterm.SettingEight primary, infant or junior schools in England.Participants61 teachers of children aged 4–11 years, of which 55 (90%) were female.InterventionInteractive e-learning resource designed to improve education professionals’ knowledge of long-term outcomes following preterm birth and strategies that can be used to support children’s learning (www.pretermbirth.info). In a repeated measures design, participants were given up to 30 days access to the e-learning resource, before and after which they completed the Preterm Birth Knowledge Scale (PB-KS; scores 0–33; higher scores indicate greater knowledge) to assess knowledge of outcomes of prematurity. Four Likert scale items were used to assess confidence in supporting children’s learning and 10 items were used to evaluate the utility of the resource. PB-KS scores and responses on confidence item were compared pre-resource and post-resource use.ResultsPB-KS scores significantly increased after accessing the e-learning resource (median (95% CI): pre-resource 13 (11 to 14); post-resource 29 (28 to 30)), equating to a 2.6 SD increase in PB-KS scores. Teachers’ confidence in supporting children born preterm was also significantly improved after using the resource. The utility of the resource was evaluated positively by participants with 97% reporting that they would recommend its use to others.ConclusionsThe e-learning resource substantially improved teachers’ knowledge of preterm birth and their confidence in supporting preterm children in the classroom. Use of this resource may represent a key advance in improving educational outcomes for children born preterm.

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