A dermatology E-learning programme is perceived as a valuable learning tool in postgraduate general practice training

M.J.H. Verheijden*, H. Martens, S. Heeneman

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Web of Science)

Abstract

Objectives: This study aims to explore GP residents' knowledge retention and residents' and clinical teachers' perception on the learning value of a dermatology E-learning programme.Methods: The study used a mixed-method design with a convergent parallel collection of data. GP residents (n=21) were selected through purposive sampling and were randomized to an E-learning group (n=12) or a traditional teaching methods group (n=9). The pre- and post-intervention knowledge tests of the E-learning group were compared using paired-samples t-tests. Post-knowledge tests scores of both groups were compared using independent t-tests. Cronbach's coefficient alpha was used to calculate the internal consistency of the questions used in the knowledge tests. Individual semi-structured interviews and clinical teachers (n=16) were conducted and analyzed using King's template analysis.Results: The E-learning group showed a significant increase in mean knowledge test scores from 58.92% (SD=9.55%) to 64.92% (SD=13.65%) (t((11))=2.258, p=0.045, Cohen's d=0.51). The pre-knowledge test consisted of 46 items (Alpha=0.78), and the post-knowledge tests consisted of 45 items (Alpha=0.90). Interview data showed that the E-learning programme aided GP trainees' learning process and favoured a mixed-method teaching design, in which E-learning is used in parallel to the traditional teaching methods.Conclusions: A dermatology E-learning programme appeared an effective strategy in resident's knowledge acquiring. The key users' perceptions, both residents and clinical teachers, indicated that E-learning was feasible and helpful for learning processes. Further research is required to evaluate the implementation of E-learning programmes in parallel to regular teaching programs.
Original languageEnglish
Pages (from-to)169-178
Number of pages10
JournalInternational Journal of Medical Education
Volume12
DOIs
Publication statusPublished - 30 Sep 2021

Keywords

  • E-learning
  • dermatology
  • mixed-methods
  • post-graduate education
  • family medicine
  • COMPUTER-ASSISTED-INSTRUCTION
  • STUDENTS
  • IMPACT

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