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Titulo Artículo:
Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation
Resumen:
Background: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Method: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Results: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.
Fecha de publicación:
2016.
Autores :
Sarah K. Pontefract;
Hannah K. Vallance;
Christine A. Hirsch;
Elizabeth Hughes;
Robin E. Ferner;
John F. Marriott;
Jamie J. Coleman;
Hannah L. Brooks;
Autor corporativo:
PLoS ONE,
Editores:
Medline-PubMed ;
Signatura Topográfica:
12
Idioma:
Inglés
Páginas:
1
ISBN:
1932-6203
Existencias:
14
Palabras claves:
Training programme
Technology Enhanced Learning (TEL)
Evaluate trainee doctors
Público objetivo:
Docentes
Educadores Medicos
Evaluadores
Titulo Artículo:
Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation
Resumen:
Background: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Method: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Results: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.
Fecha de publicación:
2016.
Autores :
Sarah K. Pontefract;
Hannah K. Vallance;
Christine A. Hirsch;
Elizabeth Hughes;
Robin E. Ferner;
John F. Marriott;
Jamie J. Coleman;
Hannah L. Brooks;
Autor corporativo:
PLoS ONE,
Editores:
Medline-PubMed ;
Signatura Topográfica:
12
Idioma:
Inglés
Páginas:
1
Existencias:
14
Palabras claves:
Training programme
Technology Enhanced Learning (TEL)
Evaluate trainee doctors
Público objetivo:
Docentes
Educadores Medicos
Evaluadores
Titulo Artículo:
Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation
Resumen:
Background: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Method: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Results: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.
Autores:
Sarah K. Pontefract
,
Hannah K. Vallance
,
Christine A. Hirsch
,
Elizabeth Hughes
,
Robin E. Ferner
,
John F. Marriott
,
Jamie J. Coleman
,
Hannah L. Brooks
,
.
Titulo Revista:
PLoS ONE,
.
Numero:
12
Volumen:
11
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
14
ISBN:
1932-6203
Palabras claves:
Training programme
Technology Enhanced Learning (TEL)
Evaluate trainee doctors
Público objetivo:
Docentes
Educadores Medicos
Evaluadores
Título Medline-PubMed :
Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation
Resumen:
Background: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Method: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Results: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.
Autores :
Sarah K. Pontefract;
Hannah K. Vallance;
Christine A. Hirsch;
Elizabeth Hughes;
Robin E. Ferner;
John F. Marriott;
Jamie J. Coleman;
Hannah L. Brooks;
Autor corporativo:
PLoS ONE,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Training programme
Technology Enhanced Learning (TEL)
Evaluate trainee doctors
Público objetivo:
Docentes
Educadores Medicos
Evaluadores
Título Medline-PubMed :
Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation
Resumen:
Background: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Method: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Results: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.
Autores :
Sarah K. Pontefract;
Hannah K. Vallance;
Christine A. Hirsch;
Elizabeth Hughes;
Robin E. Ferner;
John F. Marriott;
Jamie J. Coleman;
Hannah L. Brooks;
Autor corporativo:
PLoS ONE,
Fecha de publicación:
2016.
Paginas:
1.
ISBN:
1932-6203 .
Idioma:
Inglés
Palabras claves:
Training programme
Technology Enhanced Learning (TEL)
Evaluate trainee doctors
Público objetivo:
Docentes
Educadores Medicos
Evaluadores
Titulo Artículo:
Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation
Resumen:
Background: Junior doctors in the UK must complete various educational components during their two year Foundation training programme. It is important that mandatory learning is informative and engaging. The aim of this study was to evaluate trainee doctors' perceptions of a Technology Enhanced Learning (TEL) programme developed to improve prescribing competency. Method: Focus groups and interviews were conducted at three hospital sites in the West Midlands. Codes, sub-themes and themes were determined using deductive and inductive thematic analysis. Results: Data were collected from 38 Foundation trainee doctors. Results revealed major themes relating to prescribing education, the user experience and user engagement. Key findings included the positive impact of preparedness following undergraduate education on the user experience of the TEL programme at the postgraduate level; the impact of content, structure, and individual learning needs and styles on the user experience; and the impact of motivation and time on engagement. Most trainees engaged with the programme owing to its mandatory nature; however, some trainees also used the programme voluntarily, for example, to acquire knowledge prior to starting a new placement.
Fecha de publicación:
2016.
Autor corporativo:
PLoS ONE,
.
Idioma:
Inglés
Palabras claves:
Training programme
Technology Enhanced Learning (TEL)
Evaluate trainee doctors
Público objetivo:
Docentes
Educadores Medicos
Evaluadores
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Sarah K. Pontefract; Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1818
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Sarah K. Pontefract Hannah K. Vallance Christine A. Hirsch Elizabeth Hughes Robin E. Ferner John F. Marriott Jamie J. Coleman Hannah L. Brooks Sarah K. Pontefract Hannah K. Vallance Christine A. Hirsch Elizabeth Hughes Robin E. Ferner John F. Marriott Jamie J. Coleman Hannah L. Brooks Perceptions and Impact of Mandatory eLearning for Foundation Trainee Doctors: A Qualitative Evaluation. 2016; 11Ed. 1.
