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Titulo Artículo:
Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study
Resumen:
Background Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.
Fecha de publicación:
2015.
Autores :
Pottie, Kevin ;
Belcaid, Imane ;
McCarthy,Anne ;
Brindamour, Mahli ;
Sabourin, Vicki ;
Allison,Jill ;
Douglas Archibald, ;
Augustincic Polec, Lana ;
Duke ,Pauline ;
Gruner, Douglas ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
142
Idioma:
Inglés
Páginas:
1
ISBN:
1472-6920
Existencias:
8
Palabras claves:
Canadian Medical School
Focus Group
Global Health
Conceptual Knowledge
Refugee Health
Público objetivo:
Decanatura
Docentes
Medicos
Titulo Artículo:
Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study
Resumen:
Background Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.
Fecha de publicación:
2015.
Autores :
Pottie, Kevin ;
Belcaid, Imane ;
McCarthy,Anne ;
Brindamour, Mahli ;
Sabourin, Vicki ;
Allison,Jill ;
Douglas Archibald, ;
Augustincic Polec, Lana ;
Duke ,Pauline ;
Gruner, Douglas ;
Autor corporativo:
BMC Medical Education,
Editores:
Otra ;
Signatura Topográfica:
142
Idioma:
Inglés
Páginas:
1
Existencias:
8
Palabras claves:
Canadian Medical School
Focus Group
Global Health
Conceptual Knowledge
Refugee Health
Público objetivo:
Decanatura
Docentes
Medicos
Titulo Artículo:
Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study
Resumen:
Background Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.
Autores:
Pottie, Kevin
,
Belcaid, Imane
,
McCarthy,Anne
,
Brindamour, Mahli
,
Sabourin, Vicki
,
Allison,Jill
,
Douglas Archibald,
,
Augustincic Polec, Lana
,
Duke ,Pauline
,
Gruner, Douglas
,
.
Titulo Revista:
BMC Medical Education,
.
Numero:
142
Volumen:
15
Fecha de publicación:
2015.
Base de Datos Bibliográfica:
Otra ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
8
ISBN:
1472-6920
Palabras claves:
Canadian Medical School
Focus Group
Global Health
Conceptual Knowledge
Refugee Health
Público objetivo:
Decanatura
Docentes
Medicos
Título Otra :
Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study
Resumen:
Background Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.
Autores :
Pottie, Kevin ;
Belcaid, Imane ;
McCarthy,Anne ;
Brindamour, Mahli ;
Sabourin, Vicki ;
Allison,Jill ;
Douglas Archibald, ;
Augustincic Polec, Lana ;
Duke ,Pauline ;
Gruner, Douglas ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Tipo :
Otra .
Idioma:
Inglés
Palabras claves:
Canadian Medical School
Focus Group
Global Health
Conceptual Knowledge
Refugee Health
Público objetivo:
Decanatura
Docentes
Medicos
Título Otra :
Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study
Resumen:
Background Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.
Autores :
Pottie, Kevin ;
Belcaid, Imane ;
McCarthy,Anne ;
Brindamour, Mahli ;
Sabourin, Vicki ;
Allison,Jill ;
Douglas Archibald, ;
Augustincic Polec, Lana ;
Duke ,Pauline ;
Gruner, Douglas ;
Autor corporativo:
BMC Medical Education,
Fecha de publicación:
2015.
Paginas:
1.
ISBN:
1472-6920.
Idioma:
Inglés
Palabras claves:
Canadian Medical School
Focus Group
Global Health
Conceptual Knowledge
Refugee Health
Público objetivo:
Decanatura
Docentes
Medicos
Titulo Artículo:
Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study
Resumen:
Background Physicians need global health competencies to provide effective care to culturally and linguistically diverse patients. Medical schools are seeking innovative approaches to support global health learning. This pilot study evaluated e-learning versus peer-reviewed articles to improve conceptual knowledge of global health. Methods A mixed methods study using a randomized-controlled trial (RCT) and qualitative inquiry consisting of four post-intervention focus groups. Outcomes included pre/post knowledge quiz and self-assessment measures based on validated tools from a Global Health CanMEDS Competency Model. RCT results were analyzed using SPSS-21 and focus group transcripts coded using NVivo-9 and recoded using thematic analysis. Results One hundred and sixty-one pre-clerkship medical students from three Canadian medical schools participated in 2012–2013: 59 completed all elements of the RCT, 24 participated in the focus groups. Overall, comparing pre to post results, both groups showed a significant increase in the mean knowledge (quiz) scores and for 5/7 self-assessed competencies (p < 0.05). These quantitative data were triangulated with the focus groups findings that revealed knowledge acquisition with both approaches. There was no statistically significant difference between the two approaches. Participants highlighted their preference for e-learning to introduce new global health knowledge and as a repository of resources. They also mentioned personal interest in global health, online convenience and integration into the curriculum as incentives to complete the e-learning. Beta version e-learning barriers included content overload and technical difficulties. Conclusions Both the e-learning and the peer reviewed PDF articles improved global health conceptual knowledge. Many students however, preferred e-learning given its interactive, multi-media approach, access to links and reference materials and its capacity to engage and re-engage over long periods of time.
Fecha de publicación:
2015.
Autor corporativo:
BMC Medical Education,
.
Idioma:
Inglés
Palabras claves:
Canadian Medical School
Focus Group
Global Health
Conceptual Knowledge
Refugee Health
Público objetivo:
Decanatura
Docentes
Medicos
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Pottie, Kevin Belcaid, Imane McCarthy,Anne Brindamour, Mahli Sabourin, Vicki Allison,Jill Douglas Archibald, Augustincic Polec, Lana Duke ,Pauline Gruner, Douglas Pottie, Kevin Belcaid, Imane McCarthy,Anne Brindamour, Mahli Sabourin, Vicki Allison,Jill Douglas Archibald, Augustincic Polec, Lana Duke ,Pauline Gruner, Douglas Introducing global health into the undergraduate medical school curriculum using an e-learning program: a mixed method pilot study. 2015; 15Ed. 1.
