Abstract
BackgroundThe aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees.MethodsAn integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool.ResultsOf the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content.ConclusionThis review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning.
Highlights
The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees
Digital literacy has been defined as: (a) ‘The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information’, (b)‘ The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers.’, (c) ‘Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments’ [7]
To date there has been no review of the evidence on barriers and solutions from a medical educator’s perspective but there has been work completed in regards to the barriers which students face and the solutions to improve engagement with online learning [11,12,13]
Summary
The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. Medical education has many long established pedagogical approaches to learning including face to face lectures in classrooms - via a teacher-centred model [1]. This particular approach to educational practices can manifest within a teaching culture [2], becoming pervasive within an organisation or discipline, leading to a reluctance to adopt new and emerging practices and technologies. Over the last number of decades there has been a shift in medical education practice from traditional forms of teaching to other media which employ. Academic faculty and tutors have a crucial role in guiding and supporting the effective use of technology for such learning
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