ISEDJ

Abstract: Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted the time residents have available for medical education, leaving resident educators searching for alternate options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Qualitative phenomenological research was used to understand residents’ perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Analysis of the data revealed all participants found classroom situated e- learning effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this exploratory study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning

Keywords: Distance Education, E-education, E-Learning, medical education, online learning, Resident Education

Download this article: ISEDJ - V14 N1 Page 35.pdf

Recommended Citation: Segerman, J., Crable, E., Brodzinski, J. (2016). E-Learning and Medical Residents, a Qualitative Perspective. Information Systems Education Journal, 14(1) pp 35-47. http://isedj.org/2016-14/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIGCon 2015)