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An experiment on collaborative web-based learning An elective course on of medical education for medical students
Authors: Kati Hakkarainen
Juhani Jskelinen
Institutions: University of Tampere - Medical School - Tampere - Finland
 
Background

An elective web-based course “ Learning, Teaching, Facilitating” was offered from the medical undergraduate students in the clinical stage as a pilot project.

Aims of the pilot:

  • to create course content together with the students based on their learning needs
  • to plan and execute a peer-teaching event based on the shared process between the students and the course facilitators
  • to test the web-based platform in collaborative learning
Summary of Work

An elective web-based course was conducted on an Eliademy® platform (www.eliademy.com).

25 medical student of the clinical stage (4.-6. year) took part, there were no drop-outs.

The course consisted of rounds of tasks and group discussions. The completion of tasks was mandatory. Discussion was optional, the threats were mainly initiated by the students.

The students have planned a peer-teaching session for the first year medical students. They also plan the evaluation form. The peer-teaching event shall take place during the fall semester 2015. 

Summary of Results

The teachers published the tasks on the platform. The students were given a deadline for completing each task. In between the tasks they discussed on the platform on the themes covering the current task. The teachers/mentors gave only very general suggestions on the themes, the students established new discussions on their own. The teachers build their tasks reacting on the students’ previous tasks and discussions.

Figure 1.

The discussion on the peer-teaching event concluded that the medical students saw the importance of a patient encounter as a key message they wanted to pass on to their junior peers.

A feed-back survey was performed in the middle of the course, before the peer teaching.

The survey consisted of 19 statements that could be answered by 1-5 Likert scale and three open questions. The students answered voluntarily and anonymously. 20/25 ( 80 %) answered.

The feed-back on platform qualities is shown in

Fig 2.- 5. 

and on the students’ perceived influence on the contents on

Fig 6.

and 7.  The students evaluated the course generally favorably.  

Conclusion

The web-based course on teaching, learning and facilitating was successful in

  • giving the students an opportunity to reflect on their own learning and building their own learning goals on their reflection
  • giving the students an opportunity to experience different aspects of teacher responsibilities:

 planning, teaching, evaluating, reporting

  • giving experience on a new web-based platform
  • giving insight on how students see peer-teaching opportunities
Take-home Messages
  • Web-based collaborative learning works well for self-directed students.
  • Students should be allowed to influence on the contents of peer-teaching

 

 

 

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
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