E-Learning for GP Educators by John Sandars, Mayur Lakhani, Dr. Ian Banks

By John Sandars, Mayur Lakhani, Dr. Ian Banks

This paintings incorporates a Foreword via Mayur Lakhani, Chairman of Council, Royal university of common Practitioners. basic practitioners, as a commonly dispersed crew, are quite reliant on e-learning. This booklet offers an outline of the subject and examines the earlier, current and destiny demanding situations, possibilities and merits. With chapters dedicated to making a site, operating brief classes and criteria and accreditation, this consultant explores either vocational education and carrying on with specialist improvement. It offers an evidence-based, functional strategy for healthcare educators and practitioners with educating tasks, direction organisers and healthcare pros with an curiosity in e-learning. "Excellent. innovative. As a working towards GP i do know simply how not easy it may be to take care of so far in a generalist self-discipline and displaying development. gaining access to info is the simple bit - processing it and embedding it into medical perform is the a lot higher problem as this booklet rightly issues out. As a person of e-learning, i understand how worthy this method may be if undertaken appropriately and to an outlined usual. i've got doubtless that this booklet can be a worthwhile contribution, developing an leading edge studying tradition and society in healthcare." - Mayur Lakhani, in his Foreword.

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Group leaders are assigned to co-ordinate their learning set's activities for various tasks required and to collate data and feedback to the main discussion forum. Learning sets are particularly useful if there are a large number of students on the module and where discussion gets too 'noisy' (each learning set only sees their ow n group's discussion). Learning sets can be given a different task/problem and asked to feedback their collective response to the main discussion forum. ). One interesting observation w ith discussion forums, is that unlike face-to-face discussion, the student tends to think and reflect more upon statements pre­ sented.

There has been much debate about the best mode of delivery to use to meet these new educational needs. Traditional modes of face-to-face delivery and distance learning using paper-based methods fall foul of the professionals' need to access materials that respond and change depending on current priorities within the healthcare environment. The former requires their attendance at an educational centre that is often at distance from the workplace, requires time off w ork and carries expensive overheads for buildings and educators.

1 What to consider when choosing how best to deliver digital material The central issue is the learner, as w ith all curriculum development, and in our case adult learners. Adult learners come to the learning context w ith a consider­ able background in learning, some successful, some less successful; they also have certain propensities towards ways of learning, often called learning styles (audio/ video/kinaesthetic); they may come equipped w ith a range of strategies that have 4 0 e-learning for GP educators been helpful to them in the past and they may have certain ideas about how they learn best.

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