Abstract
Web-based computer learning objects, such as Reusable Learning Objects (RLOs), are becoming more commonplace in nursing and medical education. However, evaluation of RLOs specifically has been limited. The aim of the study was to determine how RLOs impact on the student learning experience and to compare the use and evaluation of RLOs by nursing and medical students. An online questionnaire survey was completed by 233 students (163 nursing and 73 medical). RLOs were more commonly used by nursing students than medical students. Students in both disciplines valued RLOs for flexibility of learning, as revision aids, and to supplement classroom-based learning. Nursing and medical students have different learning needs, and developing materials at the right level of learning is important. Barriers to the use of RLOs included lack of IT competence, technical difficulties, and lack of staff awareness of computer-based learning aids.
Highlights
The United Kingdom National Health Service (NHS) is undergoing radical changes with the initiation and implementation of the NHS National Programme for Information Technology
Nursing students were significantly older than medical students (t=5.41, df 227, p
Nursing students reported concerns relating to IT skills; some medical students reported concerns about pedagogical expectations for reusable learning objects (RLOs) and ensuring content is matched to the level of study
Summary
The United Kingdom National Health Service (NHS) is undergoing radical changes with the initiation and implementation of the NHS National Programme for Information Technology. Technology is used for health communications, healthcare delivery, and patient monitoring (Blake, 2008a; Blake, 2008b). Changes in the preparation of health professionals are required to incorporate new and innovative teaching methods as higher education institutions respond to technological advances in health care. Information and communication technologies are increasingly used in learning and teaching to supplement learning and catalyze the rate of knowledge transfer (Adams, 2004; Blake, 2009; Mehanna, 2004). RLOs are “web-based interactive chunks of e-learning designed to explain a stand-alone learning objective” (RLO-CETL). They are available for a growing range of subject areas and often promoted in nursing, less so in medicine where computer-aided learning packages are more commonly accessed. The level of interactivity and use of video or audio clips varies
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