Low fidelity, high quality: a model for e-learning

Morris Gordon, Madawa Chandratilake, Paul Baker

    Research output: Contribution to journalArticle

    23 Citations (Scopus)

    Abstract

    Background: E-learning continues to proliferate as a method to deliver continuing medical education. The effectiveness of e-learning has been widely studied, showing that it is as effective as traditional forms of education. However, most reports focus on whether the e-learning is effective, rather than discussing innovations to allow clinical educators to ask 'how' and 'why' it is effective, and to facilitate local reproduction. Context: Previous work has set out a number of barriers to the introduction of e-learning interventions. Cost, the time to produce interventions, and the training requirements for educators and trainees have all been identified as barriers. We set out to design an e-learning intervention on paediatric prescribing that could address these issues using a low-fidelity approach, and report our methods so as to allow interested readers to use a similar approach. Innovation: Using low-cost, readily accessible tools and applying appropriate educational theory, the intervention was produced in a short period of time. As part of a randomised controlled trial, long-term retention of prescribing skills was demonstrated, with significantly higher prescribing skill scores in the e-learning group at 4 and 12 weeks (p
    Original languageEnglish
    Pages (from-to)258-263
    Number of pages6
    JournalClinical Teacher
    Volume10
    Issue number4
    DOIs
    Publication statusPublished - Aug 2013

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    Gordon, M., Chandratilake, M., & Baker, P. (2013). Low fidelity, high quality: a model for e-learning. Clinical Teacher, 10(4), 258-263. https://doi.org/10.1111/tct.12008