Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned

Background: Students enter Oakland University William Beaumont School of Medicine’s required research program, Embark, with variable levels of experience. Recognizing this, Embark allows for progression through the individual research project with flexibility. Since 2014, student self-directed curri...

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Main Authors: Kara E. Sawarynski, Dwayne M. Baxa
Format: Article
Language:English
Published: Taylor & Francis Group 2019-01-01
Series:Medical Education Online
Subjects:
Online Access:http://dx.doi.org/10.1080/10872981.2019.1611297
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spelling doaj-fe704b67e7f84e39b72650c9e94a2dd72020-11-25T02:36:07ZengTaylor & Francis GroupMedical Education Online1087-29812019-01-0124110.1080/10872981.2019.16112971611297Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learnedKara E. Sawarynski0Dwayne M. Baxa1Oakland University William Beaumont School of MedicineOakland University William Beaumont School of MedicineBackground: Students enter Oakland University William Beaumont School of Medicine’s required research program, Embark, with variable levels of experience. Recognizing this, Embark allows for progression through the individual research project with flexibility. Since 2014, student self-directed curriculum personalization is promoted through a menu of online modules. Objective: This evaluation sought to understand student usage of the modules, identified strengths of the modules and preferred attributes of the modules. Gaining this evidence will provide information on how to best meet students’ needs in a just-in-time format. Methods: A retrospective mixed methods analysis of the module library was conducted. The library was constructed using best practices as an educational tool. The retrospective evaluation included analysis of students’ viewing patterns and answers to required course evaluations during the fall semesters of 2014 to 2017. Students’ preference for modules was determined by viewing records and conjoint analysis. Results: Students’ milestone preparation was not negatively impacted by relocation of curricular content from lecture to modules. Changes in module implementation within the course (2016) resulted in an increase of students viewing modules beyond only the minimum course requirements (71% (2016) from 10% (2014)). Data from both quantitative and qualitative evaluation questions show an increase in students’ identifying the modules as a strength to individualize the course. The identified module strengths include content individualization, just-in-time access, while identified needs included a desire for additional modules. Students preferred modules that were animated, shorter in duration and curated from an external source. Conclusions: Online modules provide students with a rich set of resources allowing for individualized learning. Lessons learned in the implementation of the online modules may be transferable to many educational topics. When implementing similar technology projects, usage rates, learner feedback, and effect on appreciation of the content are important to frequently monitor.http://dx.doi.org/10.1080/10872981.2019.1611297medical educationonline moduleeducational technology designscholarly concentrationmedical student research
collection DOAJ
language English
format Article
sources DOAJ
author Kara E. Sawarynski
Dwayne M. Baxa
spellingShingle Kara E. Sawarynski
Dwayne M. Baxa
Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
Medical Education Online
medical education
online module
educational technology design
scholarly concentration
medical student research
author_facet Kara E. Sawarynski
Dwayne M. Baxa
author_sort Kara E. Sawarynski
title Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
title_short Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
title_full Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
title_fullStr Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
title_full_unstemmed Utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
title_sort utilization of an online module bank for a research training curriculum: development, implementation, evolution, evaluation, and lessons learned
publisher Taylor & Francis Group
series Medical Education Online
issn 1087-2981
publishDate 2019-01-01
description Background: Students enter Oakland University William Beaumont School of Medicine’s required research program, Embark, with variable levels of experience. Recognizing this, Embark allows for progression through the individual research project with flexibility. Since 2014, student self-directed curriculum personalization is promoted through a menu of online modules. Objective: This evaluation sought to understand student usage of the modules, identified strengths of the modules and preferred attributes of the modules. Gaining this evidence will provide information on how to best meet students’ needs in a just-in-time format. Methods: A retrospective mixed methods analysis of the module library was conducted. The library was constructed using best practices as an educational tool. The retrospective evaluation included analysis of students’ viewing patterns and answers to required course evaluations during the fall semesters of 2014 to 2017. Students’ preference for modules was determined by viewing records and conjoint analysis. Results: Students’ milestone preparation was not negatively impacted by relocation of curricular content from lecture to modules. Changes in module implementation within the course (2016) resulted in an increase of students viewing modules beyond only the minimum course requirements (71% (2016) from 10% (2014)). Data from both quantitative and qualitative evaluation questions show an increase in students’ identifying the modules as a strength to individualize the course. The identified module strengths include content individualization, just-in-time access, while identified needs included a desire for additional modules. Students preferred modules that were animated, shorter in duration and curated from an external source. Conclusions: Online modules provide students with a rich set of resources allowing for individualized learning. Lessons learned in the implementation of the online modules may be transferable to many educational topics. When implementing similar technology projects, usage rates, learner feedback, and effect on appreciation of the content are important to frequently monitor.
topic medical education
online module
educational technology design
scholarly concentration
medical student research
url http://dx.doi.org/10.1080/10872981.2019.1611297
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