Developing, applying and learning from
an online postgraduate programme in
International Primary Health Care
Petra Boynton...
Who are our students?
 General (Family) Practitioners
 Nurses
 Pharmacists
 Community health workers
 Psychotherapist...
Where are our students from?
“Dear Professor Marcia,
Please allow me to thank you for […].
Please Prof. we are not at the same level and this type of
l...
“This type of learning…totally new”
 Constructivist (students generate
knowledge in tutor-facilitated
groups)
 Problem-b...
Opportunities for e-learning
Internationally
 Time/resource saving
 Can be cheaper than other teaching methods
 Package...
Threats to learning
 Past learning experiences/ where students are ‘coming
from’
 Student life events
 Communication co...
How staff and students have benefited
from a critical approach to online learning
 Encourage critical thinking
 Broaden ...
Thanks for your attention!
Distance Learning for Health Workshop: MSc in International Primary Health Care, UCL - Petra Boynton
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Distance Learning for Health Workshop: MSc in International Primary Health Care, UCL - Petra Boynton

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Distance Learning for Health Workshop: MSc in International Primary Health Care, UCL - Petra Boynton

  1. 1. Developing, applying and learning from an online postgraduate programme in International Primary Health Care Petra Boynton Teaching and Professional Development Unit Division of Medical Education University College London p.boynton@ucl.ac.uk
  2. 2. Who are our students?  General (Family) Practitioners  Nurses  Pharmacists  Community health workers  Psychotherapists/counsellors  OTs and physiotherapists  Opticians  Social scientists with an interest in primary care
  3. 3. Where are our students from?
  4. 4. “Dear Professor Marcia, Please allow me to thank you for […]. Please Prof. we are not at the same level and this type of learning is totally new to people like me. I have all along been subjected to the old way of learning what we call cramming the knowledge, memorize and pour on paper during exams and then pass or fail. Such type of learning tests only knowledge and not skills and attitudes. Therefore ------- University uses the old methods of 1900s. I shall try to catch up and to keep in step with the university - UCL- requirements. I have purchased a modem, I have internet now in my house and I will be working after work and minimize working in office and in [internet] cafés. God bless you Marcia, X----”
  5. 5. “This type of learning…totally new”  Constructivist (students generate knowledge in tutor-facilitated groups)  Problem-based and/or applied  Technology-supported  Expects and rewards advanced study skills  Reflection and scholarly critique valued over reproduction of facts
  6. 6. Opportunities for e-learning Internationally  Time/resource saving  Can be cheaper than other teaching methods  Packages tailored to suit student need(s)  Regular tutor support  Opportunities for networking, capacity building, creating communities of practice  Materials easily available  Chance to learn new skills/enhance existing ones  Opportunity to share experiences and teach each other  Move beyond ‘local’ knowledge  Chance to reflect on neglected health issues
  7. 7. Threats to learning  Past learning experiences/ where students are ‘coming from’  Student life events  Communication competence  ‘Generalisable’ versus ‘localised’ knowledge  Time to study/time management  Internet access/connectivity  Funding issues and ‘hidden cost’  Confidence, pride and ‘losing face’  New technology + new learning  Need dedicated course team  Not just ‘putting a regular course on the web’  Tendency to avoid focusing on wider social/cultural factors
  8. 8. How staff and students have benefited from a critical approach to online learning  Encourage critical thinking  Broaden student outlook  Make materials and resources more easily available  Link practitioners locally, nationally and internationally  Build confidence, pride and skills
  9. 9. Thanks for your attention!

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