Online Elective Course Research Articles

TIP EĞİTİMİNDE SEÇMELİ DERSLERİN ÖĞRENCİ MEMNUNİYETİ VE TUTUMLARINA ETKİSİ: KOCAELİ TIP FAKÜLTESİ ÖRNEĞİ

Objective: Elective courses offer students opportunities to gain knowledge and improve themselves in different fields. Therefore, it is important to examine the effects of elective courses on student satisfaction and attitudes. The purpose of this study is to examine the variability of the effect of elective courses on student satisfaction and attitudes with gender and board grades.
 Methods: A total of 102 students (46 females, 56 males) from our faculty participated in the online elective course satisfaction survey (ECSS), which consisted of 25 questions with five options prepared using the Likert scale. The responses to the survey were analyzed using IBM SPSS Statistics 25 program.
 Results: Regarding the question "Do you think the course you've chosen contributes to your school grades?" 49.1% of women responded negatively, while 79.3% of men gave a negative response (p

Planetary health as a main topic for the qualification in digital teaching - a project report.

To do justice to the need for planetary health in medical education, these are the aims of the online elective course "Planetary Health in Medical Education" (ME elective):1. Enable students to plan and realize their own course sessions on planetary health;2. Encourage communication among university medical faculties regarding planetary health in medical education;3. Reinforce competency in digital teaching and amplify the expert role as multiplicator among students pursuing a Master's degree in Medicinal Education (MME). The development of the ME elective followed Kern's six-step approach to curriculum development by means of cooperation between the German Medical Students' Association (Bundesvertretung der Medizinstudierenden in Deutschland, abbreviated as bvmd), and the MME study program. Based on general and specific needs analyses, core learning objectives regarding planetary health, medical education and digital education were identified in the National Catalogue of Learning Objectives in Undergraduate Medical Education (NKLM) and the MME study program and relevant teaching methods were selected. The ME elective, consisting of two contact hours per week per semester, was established at 13 medical schools as a four-phase course:1. Introduction to medical education using examples from planetary health;2. Lesson planning on a topic in planetary health under the supervision of MME students;3. Course sessions held by the undergraduate students; and4. Networking with the MME study program through participation in digital courses on planetary health and the pilot OSCE on planetary health.A total of 24 students attended the pilot in the 2022 summer semester. The topic of planetary health combines interests that span many subjects and semester levels. As a collaborative, interdisciplinary and interprofessional subject, it lends itself to training students in a trans-institutional elective course to become multiplicators.

TEACHING MEDICAL STUDENTS TO INCORPORATE THE 4MS OF AGE-FRIENDLY HEALTH SYSTEMS ACROSS THE CONTINUUM OF CARE

Abstract High quality and equitable health care for older adults involves patient-centered approaches that can improve the patient’s engagement, decision-making, and health outcomes. To educate future health professionals about patient-centered care across the continuum of care, a HRSA-Geriatric Workforce Enhancement Program created a four-week online elective course for third and fourth-year medical students using the Age-Friendly Health Systems 4Ms framework. Faculty identified geriatric tools and best practices in the 4M’s areas of What Matters, Mobility, Mentation, and Medication to develop self-directed asynchronous learning modules. Students were instructed on incorporating the 4Ms into patient assessments, care planning, interprofessional practice, and process improvement in different settings of care. Assignments included quizzes, case studies, discussion forums, and a patient experience interview with an older adult or caregiver. At course completion, students self-assessed their knowledge and skills and rated the course materials and assignments using five-point Likert-type items. Ninety-six students participated in the course between July 2020 and March 2022. Ninety-eight percent of respondents (n=80) felt the assignments were helpful, and 100% agreed the course improved their knowledge about Age-Friendly Health Systems and different care settings and processes. Also, 100% felt the content was applicable to their future practice and 96% would recommend the course. Qualitative thematic analysis of open-ended questions showed preferences for interactive elements, such as case presentations and guided interviews with older adults, as well as ways to improve student engagement. Educating students about Age-Friendly Health Systems can prepare future health professionals for collaborative patient-centered geriatrics care across a variety of settings.

An Online Elective Entry-Level Physical Therapy Oncology Course Guided by Qualitative Analysis of the Student Perspective

Background: As prevalence of cancer survivors continues to grow, physical therapists will play a major role in cancer rehabilitation. To meet growing educational needs for oncology physical therapy, the George Washington University DPT program developed an online elective course. Objectives: The purpose of this study was to explore student motivation for course enrollment, student self-perceived strengths and weaknesses in oncology physical therapy, and personal learning objectives. Design: Retrospective qualitative analysis. Methods: Pre and postcourse student narrative responses, based on self-reflection, were analyzed using a general inductive approach to identify themes. Results: Sixteen students enrolled in the course over 2 years. Students were interested in complex patient management and understood the effect of changing survival rates in future practice. Self-perceived strengths related to oncology physical therapy were rooted in communication skills, adaptability, compassion, and empathy. Students' perceived weaknesses and objectives ranged from oncological disease and treatment to safe physical therapy interventions. Students expressed concerns related to the emotional toll working with this population; they identified areas for future self-study. Conclusion: This course provided additional learning experiences in the management of patients with a cancer history. As adult learners, students identified learning objectives and explored topics in a supportive, self-directed learning environment. Educational needs related to oncological medical management and provision of safe and effective physical therapy interventions and psychosocial concerns expressed by our student group are similar to those of practicing clinicians. Qualitative analysis served as a useful tool to identify future course direction.

Practical guidelines to build Sense of Community in online medical education.

ObjectivesSense of Community (SoC) refers to the cognitive or emotional connections established between physically separated learners; it is essential for study success. The recent COVID‐19 pandemic highlighted the need for practical guidelines to facilitate building a SoC in online medical preclerkship education in the Netherlands. Therefore, this qualitative study aims to (a) examine perceptions of SoC from both students’ and teachers’ perspectives in an online elective course during the COVID‐19 pandemic in order to (b) provide a conceptual framework with practical guidelines to medical educators on how to build SoC in online education.MethodsThe study had an exploratory qualitative design. Semi‐structured focus groups with student (n = 15) and teacher (n = 5) volunteers were conducted. Participants discussed their experienced SoC using the storyline method. In addition, course developers (n = 2) were interviewed and lecturers (n = 5) wrote an experience story. Audio‐ and video‐recordings were transcribed verbatim and both the ensuing transcripts and experience stories were analysed using an inductive thematic analysis.ResultsAll students experienced an increase of SoC during the eight‐week course. Five themes were identified: ‘social contacts made possible by a physical campus’, ‘group dynamics’, ‘teacher influence’, ‘education format’ and ‘teachers’ Sense of Community’. The authors formulated challenges and practical guidelines on how to build SoC based on these themes.ConclusionsThis exploratory qualitative study provides a conceptual framework with practical guidelines for medical educators on how to build SoC in online medical preclerkship education. These guidelines provide a valuable starting point to build SoC in online education for medical educators and students alike.

Design, implementation, and evaluation of an online elective course on current topics in pharmacy

IntroductionTo describe the design and implementation of the Current Topics in Professional Pharmacy online elective course and evaluate the degree to which the course improved student pharmacists’ awareness of and interest in current topics affecting the profession of pharmacy. MethodsA one-credit hour online summer elective included weekly modules of current topics affecting the profession of pharmacy, along with a longitudinal final project in which students created their own current topic module. Each module consisted of assigned reference materials and online discussion forum posts to answer discussion questions and share professional opinions. Student achievement of curricular outcomes and course-specific objectives was measured utilizing pre- and post-course surveys, assessment of weekly module forum posts, and a final course knowledge and comprehension quiz. ResultsStudent self-rated awareness and desire to stay updated on current topics in pharmacy increased significantly from pre-survey to post-survey (39.7% to 98.3% agree or strongly agree, p<0.001; 25.9–87.9%, p<0.001, respectively). Student confidence in their ability to formulate and effectively express their professional opinion also significantly improved (67.2% to 93.1%, p<0.001). Seven of the 12 course competencies assessed by the survey significantly improved from pre- to post-course. The majority of students agreed or strongly agreed that the course adequately addressed all 12 pre-selected Accreditation Council for Pharmacy Education (ACPE) Appendix B content areas. ConclusionsPerformance assessment and survey results demonstrated achievement of curricular outcomes and course objectives. Students completing the course showed an increased interest and awareness related to current topics affecting the profession of pharmacy.

A Critical Care Hybrid Online Elective Course for Third-Year Pharmacy Students

Objective. To assess the impact of a four-week hybrid online elective course in critical care on student learning attitudes and outcomes compared to that achieved when the same course was taught using a traditional lecture-based approach. Design. A hybrid online elective course was created that featured video-recorded lectures and in-class skills laboratories. Course evaluations were used to assess student perceptions of learning methods, and examination scores were used to assess learning outcomes. Assessment. One hundred five students enrolled in the critical care elective course from 2011-2014. Fifty-four students completed the traditional lecture course, and 51 completed the hybrid online elective course. The examination scores of students who completed the hybrid course were significantly higher than those of students who completed the traditional lecture course. The majority of students enrolled in the hybrid online elective course stated they preferred that format over a traditional course format and would recommend the elective course to a peer. Conclusion. Students preferred the format used for an online hybrid elective course in critical care over a traditional course format, and performed better on examinations than did students who had completed the course when it was offered in a traditional lecture format.

An Online Health Informatics Elective Course for Doctor of Pharmacy Students

To describe the development and assessment of an online elective health informatics course and determine its potential for universal integration into doctor of pharmacy (PharmD) curricula. A 2-credit hour online elective course was developed and offered to all PharmD students; voiced-over Powerpoint lectures were used to deliver content. Assessment of student performance was measured using quantitative metrics via discussion questions, quizzes, written papers, and examinations. Qualitative findings were measured through discussion questions, a goal-setting classroom assessment technique, and an end-of-course reflection. Students report finding value in the course and recognizing how the knowledge gained could impact their future practice as pharmacists. An online course in health informatics can be an effective way to deliver content and provide a blueprint for continued integration of the content into curricula.

Online Training for Working with Student Veterans: A Social Work Elective Course

Abstract&#x0D; This article describes one school of social work’s innovative online elective course to prepare Masters of Social Work (MSW) students for practice with the military, veterans, and their families. Developed as part of a university-wide Veterans Initiative, this online course keeps the focus on the student veteran and uses best practices of online education. The authors share their strategies and make recommendations for future trainings.

Elective Self-Care Course Emphasizing Critical Reasoning Principles

To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students' skills in literature appraisal, content, metacognition, and assessment. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback. An online exit survey evaluated students' perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills.

An Online Elective Course for Undergraduate Students on Common Prescription Medications

To design, implement, and evaluate an online elective course on common prescription medications for undergraduate (pre- and non-health professional) students. An 8-module online course on common prescription medications was designed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and offered to students for 8 consecutive semesters. Following each offering, performance data were analyzed and a course review conducted, including evaluation of entrance survey data and course evaluations. Direct analysis of data over 2 offerings and grade distribution comparisons over all 8 offerings, demonstrated consistent knowledge gains. Feedback from course evaluations and a continual increase in enrollment over the 8 semesters indicated student satisfaction with the course. Systematic design and quality assurance/improvement strategies resulted in the successful establishment of an online pharmacotherapy course for undergraduate, nonpharmacy students.

Teaching an Elective Online Course in Gerontology: One BSW Program's Experience

This article describes the experience of one rural social work program's experience in developing and teaching an online elective gerontology course. The junior-level course, originally developed as part of an interdisciplinary minor in gerontology in 2000, was taught twice in the traditional classroom. In an effort to increase interest and enrollment, it was developed into an online learning format. It is now offered annually and boasts substantial enrollment increases. This article describes online, explicates the the experience from having offered the course twice course content, and evaluates the course from both the student and the instructor's experience.

Development and Assessment of an Online Elective Toxicology Course

Objectives. Introduction to Toxicology, an elective course for honors pharmacy students and a required course for forensic chemistry majors at The University of Mississippi, has been offered intermittently since 1975. Design. In order to increase the options available to students, this course was developed and delivered via an online format for 2 semesters. An expanded course evaluation (exceeding the University's standard) was developed to assess student attitudes and perceptions of the online version of the course, along with perceived comparisons between online and traditional environments. Assessment. Students perceived working at a time of their own choosing as the primary advantage of the online format, yet they perceived managing that time and “keeping up” as being difficult. All respondents perceived that the online course covered the same amount of material as this course would have covered if delivered in the “traditional” format. Conclusions. Ideas for delivery improvement could be interpreted ...