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

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

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

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

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

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

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.

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

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