e-learning for medical healthcare assisstants in Germany

Framework for further training in medical health care
Small facilities – one up to five doctors, one up to ten assistants
Assistants – low wages, high part-time, low participation in training and small offer for professional training
Changes and chances – trend to larger facilities; more intensive use of ICT; changed expectations of patients
Need to enlarge the ICT proficiency, need for IT security, communication and marketing

Motivation to develop ICT training with e-learning
Need to overcome typical barriers for training – few time of healthcare-assistants, few money to travel and to participate in training
Use presumed resources for learning – long lunch break, learning at the work place
High supply of internet learning resources in medicine
Didactical approach – PC is a universal tool
Many different learning topics

Working basis for the project
Implementation with a professional school in Krefeld (August 2006 – February 2007)
Teachers had no experience with e-learning/ blended learning
Moodle-platform
16 participants in facilities of different specializations (ear/nose/throat – radiologist – dermatologist – urologist)
Participation of doctors in the development and implementation of the training

Proceeding in the development of the training
Use of PAS 1032-1:2004
Blended learning 50/50
Access to the platform also for the doctors
Tutor observes the activities of learners in the platform
Each trainer develops training material for the platform

How could learners profit from the project?
16 beginners – 8 finalists: high drop off at the beginning
Doctors did not use the platform
High differentiation of ICT competences
High work-load for the participants, enlarged particularly by ability tests
Partly: enlargement of work tasks at the work place, improved reputation among colleagues, improved self-esteem, in one case: higher wage
Higher learn motivation and activities among the participants above 30

How did trainers and learners use the ICT resources?
Participants downloaded scripts in order “to be sure”.
Self-service rather attractive for learner with academic background and for learners used to ICT
No learning at the work-place individual learning at home
Different use of teachers – from textbook only up to range of exercises and textbooks, homework and feedback. Difficulty to give differentiated and motivating feedback in written form
Efficient supervision of individual learners activities – particularly to identify high-performer

Lessons learnt
Orientation of the trainer to the needs and abilities of the individual learner.
Assessment of the learners preconditions is necessary
Motivating elements to keep pace on the platform
Abilities and knowledge on internet resources for learning
Ability to manage the classroom-situation, to sequence the learning content and to use the dynamics of co-operation in the classroom.

Outlook
ICT- Newcomer still prefer structured, traditional learn methods
Encouraging experience with movies and step-by-step-explanations
Strength of e-learning in repetition and short ability tests
Encourage the use of forum by tasks for the participants

e-learning for medical healthcare assisstants in Germany

by network_trainers on Nov 10, 2008

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e-learning for medical healthcare assisstants in Germany — Presentation Transcript