Many undergraduate and graduate programmes are using online activities for delivering content, engaging students in collaborative activities and facilitating students' assessment, among other features. In a presencial, masters degree programme in Medical Sciences, where students are currently overloaded with course activities, advisers' demands, besides their own personal and professional issues, how much additional overhead a virtual classroom environment can generate for students? We conducted an elective 32-hour course in Principles & Practice of Health Professions Education (HPE) as part of a HPE track in the Masters in Medical Sciences of University of Fortaleza, for 19 students (medical doctors, nurses, nutritionists, pharmacists, dentists, physiotherapists, psychologists, physical educators and occupational therapists) and introduced a Moodle-based learning management system in a weekly format, aiming to reinforce live activities with video summaries of presentations, readings, discussion forums, group virtual environments and student & group assessment activities. 

STUDENT WORK ON THE LMS

• An average daily time per student online was 46.3 minutes [3.2 - 137.4].
• Higher average periods were reported in weeks involving group assignment due dates: 63.1 minutes/student/day [18.2 - 165.5]
• Participation in forums was consistent, with an average of 3 posts per week
• Average weekly time online X presencial time ratio: 1,84:1
• Average weekly time devoted to the discipline: 9.2h (4h presencial)
• Declared average time devoted to other equivalent disciplines: 8.3h (4h presencial)

SURVEY OF COURSE EXPERIENCE

>> Qualitative assessment evidenced that the environment provided real support for students and had stimulated discussions. Students reported satisfaction with online work, especially because it would become impossible to enable face-to-face group meetings. The virtual environment has been effective in consolidating the contents explored in class (declared increase in reading texts; reviewing of lectures; reflective practice in forums).

>> Time devoted by faculty to prepare and conduct the activities increased an average of 4 times when compared to regular, lecture-based courses.

1. If your course requires a higher degree of reflection and collaborative work involving an already overburned group of students, consider going online.

2. Be aware that faculty time will dramatically increase if a coherent process of follow-up and feedback is set

3. Student (and faculty) satisfaction is outstanding, and in our case, it was worthwhile!