Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

R A De Leeuw,M Westerman,F Scheele,J C F Ket,E Nelson

doi:10.1186/s12909-016-0700-7

R A De Leeuw, M Westerman + Show 3 more

Open Access

https://doi.org/10.1186/s12909-016-0700-7

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Abstract

BackgroundE-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education.MethodsWe conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model.ResultsUnique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance.ConclusionThis review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

Highlights

E-learning is driving major shifts in medical education
Definitions E-learning An approach to teaching and learning, representing all or part of the educational model applied, based on the use of electronic media and devices as tools for improving access to training, communication, and interaction and that facilitates the adoption of new ways of understanding and developing learning [33]
Searching Google Scholar gave us access to unanticipated databases such as the Emerald, IEXEE, and Editlib, as well as journals that were not registered with the other databases (International Journal of Information and Educational Technology, Journal of E-Learning and Knowledge Society, Applied Soft Computing, International Educational E-Journal, and Journal of Theoretical and Applied Information Technology)

Summary

Introduction

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Many e-learning quality standards are available, few are focused on postgraduate medical education. E-learning has become central to medical education, and web technologies offer valuable new opportunities for both under- and postgraduate medical education [2]. E-learning offers participants’ an advantage in that they can choose a comfortable and accessible place and time to study, which is important in postgraduate and continuous medical education [3]. There are many studies comparing e-learning methods. The success of e-learning programs has been linked to the use of a theoretical framework or a learning theory [11]. Standards for e-learning exist and have been evaluated [12]

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