Rationale and Description: Medical learners come to a learning or training experience with varying enthusiasm and different learning styles. Web-based training has adapted to the challenge by offering a variety of media including text, graphics, 3D imagery, audio, and video. Online user interaction can vary from passive, learner driven, multiple pathway, case-inquiry, or even (via live chat) a real-time real-person structured clinical interview. Offline learning has evolved, but still most undergraduate or continuing education occurs in a traditional lecture format. With the rise of the Internet many lecture-based classes have taken advantage of educator initiatives such as podcasts, online lecture notes/slides, and (for CME) audience response system. It is surprising that the two worlds do not cooperate. In fact in many ways the online world can be seen as a disruption to the plans of educators in the lecture world by offering tools to distract the learner and interfere with the linear delivery of information.
This workshop offers attendees a chance to learn about the possible ways to link the two worlds through active participation and discussion among all attendees. One goal is to outline a more dynamic offline or lecture learning experience which enhances enthusiasm and expands its effectiveness for different learning styles. A second goal is to outline ways that one can enhance online learning. The offline world can improve connectedness between learners and between educator and learner, and offer opportunities for multiple real time interactions essential to group-based learning.
The workshop will build an online/offline hybrid based on an online curriculum to educate practicing physicians in Screening Brief Intervention and Referral to Treatment (SBIRT) for substance abuse. The program is equally applicable to graduate and undergraduate medical education. The process will reveal, explore, discuss and evaluate audience-based ideas on how online and offline learning can merge into a unified powerful learning experience.
Intended Audience: Medical educators working in large group education environments (e.g., lecture), course directors, online education and curriculum developers.
Learner Outcome Objectives: The learner will be able to:
* rank ways in which online learning can vary the experience to take advantage of different ways to convey information.
* rank ways in which online learning can increase engagement with the learner
* rank the strengths of lecture/large group based learning
* identify the weaknesses of online learning that can be addressed in a lecture-based environment
* identify the weaknesses of offline or lecture-based learning that can be addressed in an online environment
* detail ways that educators can address the weaknesses of lecture-based learning
* provide an opinion of their likelihood of success in a variety of environments
* describe a hybrid environment which combines the best of lecture-based learning with online learning
Methods of Teaching:
* Standard lecture presentation (mostly for orientation and disclosure),
* Group list development with personal ranking and group ranking,
* Post-brainstorm evaluation of ideas,
* Simultaneous model development
Take Home Tools: (web-based in wiki format; enhanced and improved during the workshop)
* Worksheet to assess online education in terms of media used
* Worksheet to assess online education in terms of the techniques used to engage the audience
* Worksheet to help lecture-based educators assess their approach in terms of strengths and weaknesses
* Ideas for how to integrate online tools into lecture-based learning
* Contact list of fellow educators with an interest in this topic so the discussion can continue after the meeting
The SBIRT project is funded by NIH/National Institute on Drug Abuse (NIDA #HHSN271200800038C)