Integration of a Case-Based Online Module into an Undergraduate Curriculum: What is Involved and is it Effective?

Abstract

Numerous studies have been undertaken demonstrating that online learning is an effective teaching tool, working best when combined with more conventional teaching methods. There is a paucity of data both examining the longitudinal blending of an e-module with more conventional modes of curriculum delivery and also relating to the time and financial costs involved in successful delivery of such a module. The study reported in this article was performed over an academic year in a cohort of 101 year 5 medical students. It demonstrates that there are significant set-up costs involved in designing and implementing an online module, although these costs will diminish following initial set-up. Surveys performed throughout the year demonstrated consistently high levels of student satisfaction, with appreciation of the educational benefits provided by e-learning. Successful clinician engagement and effective IT support are essential ingredients to success. Future research is likely to focus on outcome evaluations of e-learning and how it may affect learner knowledge, skills or attitudes.