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T-Space at The University of Toronto Libraries >
Journal of Medical Internet Research >
Volume 5 (2003) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/4661


Title: Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study
Authors: Wiecha, John M
Gramling, Robert
Joachim, Phyllis
Vanderschmidt, Hannelore
Keywords: Original Paper
Education, distance
medical history taking
education, medical
online systems
students, medical
communication
physician-patient relations
clinical competence
Internet
World Wide Web
Issue Date: 27-Jun-2003
Publisher: Gunther Eysenbach; Centre for Global eHealth Innovation, Toronto, Canada
Citation: John M Wiecha, Robert Gramling, Phyllis Joachim, Hannelore Vanderschmidt. Collaborative e-Learning Using Streaming Video and Asynchronous Discussion Boards to Teach the Cognitive Foundation of Medical Interviewing: A Case Study. J Med Internet Res 2003;5(2):e13 <URL: http://www.jmir.org/2003/2/e13/>
Abstract: [This item is a preserved copy and is not necessarily the most recent version. To view the current item, visit http://www.jmir.org/2003/2/e13/ ] Background: Advances in electronic technology have created opportunities for new instructional designs of medical curricula. Objective: We created and evaluated a 4-week online elective course for medical students to teach the cognitive basis for interviewing skills. Methods: Ten students, from 2 medical schools, studied online modules on interviewing concepts and viewed videos illustrating the concepts. They then participated in asynchronous discussion groups designed to reinforce course concepts, stimulate reflective learning, and promote peer learning. Results: In qualitative evaluations, learners reported improvements in self-awareness; increased understanding of interviewing concepts; and benefits of online learning vs face to face learning. Participants reported high levels of satisfaction with online learning and with achievement of course objectives. Self-reported knowledge scores increased significantly from pre-course completion to post-course completion. Conclusions: Online education has significant potential to augment curriculum on the medical interview, particularly among students trained in community settings geographically distant from their academic medical center.
Description: Reviewer: Stringer, J
URI: http://hdl.handle.net/1807/4661
ISSN: 1438-8871
Other Identifiers: doi:10.2196/jmir.5.2.e13
Rights: Copyright (cc) Retained by author(s) under a Creative Commons License: http://creativecommons.org/licenses/by/2.0/
Appears in Collections:Volume 5 (2003)

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