1. Building Online Content that Works for Your Learners M. Kelly Davies, MSEd Michael Busha, MD, MBA Shannon Cooper, BA

2. Join the conversation Twitter: #STFM14 Disclosures No financial relationships or interests in any commercial interest producing health care goods or services consumed by or used on patients.

3. Join the conversation Twitter: #STFM14 Objectives After attending this session, participants will be able to: 1.describe a variety of online learning activities, including their resource requirements and levels of complexity, and assess their strengths and challenges 2.incorporate educational theory and adult learners’ preferences when designing online learning activities 3.identify areas within their home program where online learning could be implemented

4. Join the conversation Twitter: #STFM14 The Problem Too much content, not enough time Experiential learning is problematic re MK assessment and educational equivalency Asynchronous delivery needs Lack of resident compliance with reading lists and prep assignments

5. Join the conversation Twitter: #STFM14 Our Solution: Online Learning 6 different types of “modules” Most attached to rotations Allows for self-directed learning – Develop time mgmt, self-monitoring skills Tracking, assessment opportunities

6. Join the conversation Twitter: #STFM14 Who is currently using online learning with their students / residents? What are you doing?

7. Join the conversation Twitter: #STFM14 Our Module Models Resource bank Articles & content quizzes Instructional videos Text and multimedia (traditional) Interactive (embedded activities) Hybrid (module plus in-person activity)

8. Join the conversation Twitter: #STFM14 Resource Bank Ex: coding manual, pain mgmt guidelines

9. Join the conversation Twitter: #STFM14 Resource Bank Pros easy to create and maintain make large amounts of info available Cons not engaging can feel like a “data dump” no direction for learners cannot assess learning

10. Join the conversation Twitter: #STFM14 Resource Bank Residents say: Good as reference or preparation for assignments Not good as stand-alone modules (“Here’s a pile of stuff, go learn.”)

11. Join the conversation Twitter: #STFM14 Articles & Content Quizzes Ex: inpatient content for new interns, foundational medical knowledge for specific rotations

12. Join the conversation Twitter: #STFM14 Articles & Content Quizzes Pros Simple assessment Verify that learners are doing readings Low maintenance – Most LMSs auto-grade Automatic feedback to learners Cons Easily overwhelms and frustrates learners (e.g. keeps missing 2/8) Emphasis on passing test, not on knowledge Issues with questions – invalid, unclear, etc.

13. Join the conversation Twitter: #STFM14 Articles & Content Quizzes Residents say: Understand need to make sure doing what supposed to do, but can feel controlling Combine MCQ with other question types Use sparingly, easily becomes tedious

14. Join the conversation Twitter: #STFM14 Instructional Videos Ex: musculoskeletal exams 6 major areas – brief individual videos for inspection, range of motion, palpation, and special tests on each area

15. Join the conversation Twitter: #STFM14

16. Instructional Videos Pros Good way to learn skill fundamentals Fun way to mix up online learning Good for visual & auditory learners Useful reference later Cons Time-intensive to create Need some technical expertise Learners still need clinical application to learn properly

17. Join the conversation Twitter: #STFM14 Instructional Videos Residents say: “Love these, very helpful!” Keep it short Have one page with links to all videos for easy reference later

18. Join the conversation Twitter: #STFM14 Text and Multimedia Ex: ECG reading competency

19. Join the conversation Twitter: #STFM14 Text and Multimedia Pros More engaging than text-only modules – Media help to break up text – Media emphasize main points of text Good for visual & auditory learners Cons Can be time-consuming – finding appropriate media – locating properly in text – check for active links etc. Needs to be visually appealing

20. Join the conversation Twitter: #STFM14 Text and Multimedia Residents say: Media elements help to reinforce or better explain main points Especially like (short) videos Only include high-yield media Use media to build off text or other media; don’t be repetitive

21. Join the conversation Twitter: #STFM14 Interactive (embedded activities) Ex: clinic-based applications, personal reflections or case study activities within modules

22. Join the conversation Twitter: #STFM14 Interactive (embedded activities) Pros Learners engage directly with lesson Assessment of learner understanding Opportunity for fdbk on reflections Cons labor-intensive to create and operate – Assess learners’ work – Give feedback upon submission

23. Join the conversation Twitter: #STFM14 Interactive (embedded activities) Residents say: Helpful to apply content in the moment, but don’t overdo it – Prefer multiple short answer Qs to 1 longer – Prefer case application to personal reflection If we take the time to do it, you can take the time to give feedback

24. Join the conversation Twitter: #STFM14 Hybrid (module & in-person activity) Ex: case discussions after module intro, peer teaching activities (jigsaw) Photos courtesy of Getty Images

25. Join the conversation Twitter: #STFM14 Hybrid (module & in-person activity) Pros F2F time focuses on application Group activities hold learners accountable Gauge understanding Opportunities for peer teaching Cons Logistics Plan for when learner does not come to session prepared Takes more ongoing preparation and teaching time

26. Join the conversation Twitter: #STFM14 Hybrid (module & in-person activity) Residents say: Peer teaching and case discussions are fun ways to learn “Helps me focus my preparation” Don’t spring these on us last minute: need ample time to prepare and clear directions, otherwise can be confusing

27. Join the conversation Twitter: #STFM14 Key Concepts & Lessons Learned (How we learned to stop fighting it and embrace our Millennials’ online learning needs) Match content and delivery with outcomes Make it visually appealing State expectations clearly – self-directed learning ≠ directionless learning Be cognizant of workload, protect time (as if in class) if online component is significant

28. Join the conversation Twitter: #STFM14 How can you integrate meaningful online learning activities in your own program? What curricular areas or activities might be a good fit?

29. Join the conversation Twitter: #STFM14 Questions? Primary contact: mdavies@iu.edu