ARTICLE AUTHORS
ARTICLE INFO
academic journalism

Instructional design, delivery and evaluation of interactive case based e-CME contents

AUTHORS

avatar Rita Mojtahedzadeh 1 , * , avatar Isa Ebrahimzadeh 2 , avatar Bahman Zandi 2 , avatar Mohammad Reza Sarmadi 2 , avatar Ahmad Alipour 2

1 Department of E-Learning in Medical Education, Virtual School, Tehran University of Medical Sciences

2 Faculty of Humanities, Payam-e-Noor University

How to Cite: Mojtahedzadeh R, Ebrahimzadeh I, Zandi B, Sarmadi M R, Alipour A. Instructional design, delivery and evaluation of interactive case based e-CME contents. J Med Edu. 2015;14(1):e105423.
doi: 10.22037/jme.v14i1.8047.

ARTICLE INFORMATION

Journal of Medical Education: 14 (1); e105423
Published Online: June 04, 2015
Article Type: Brief Report
Received: January 07, 2015
Accepted: June 04, 2015
DOI: 10.22037/jme.v14i1.8047
Crossmark
Crossmark
CHECKING
READ FULL TEXT

Abstract

Background and purpose: Studies have shown the advantages of e-CME programs. Developing Case-based e-CME activities, one of the popular formats of e-CME programs, is difficult and time consuming. In this article we describe our experience of performing instructional system design for creating case-based e-CME contents. Methods: We performed a five-step instructional system design (i.e. system analysis, design, development, delivery and evaluation) to create e-contents. We held several sessions with experts of the field to perform system analysis. Then we determined contents’ framework and a plan for faculty members’ development and incentives. In the development phase, we held workshops for faculty members and trained e-learning advisors who would help faculties to create contents. Incentives were legitimized. Then we delivered programs to the learners who would fill a program evaluation questionnaire after completing the study of each program.   Results: 20 e-CME programs were developed and delivered to the learners. Totally 3644 learner-programs were studied. Cases rated the programs as 4.56 (SD= 0.65) on the 1–5 Likert-type scale.Conclusion: Results showed that the learners rated this kind of learning activity very high. On the other hand we had some challenges for developing the contents. Performing a comprehensive instructional system design would help to overcome the barriers.

Fulltext

The body of the article can be found in the PDF file.

References

  • 1.

    References are available in the PDF file

© 2015, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
COMMENTS

LEAVE A COMMENT HERE: