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Evaluation of e-learning projects in Health Science

Evaluation of e-learning projects in Health Science. Ranjan Dwivedi eHealth WHO. Presentation in four parts. Issues and challenges in e-learning E-readiness in medical institutions Assessment of e-journal consortia An agenda for action. Changing role of health information professionals.

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Evaluation of e-learning projects in Health Science

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  1. Evaluation of e-learning projects in Health Science Ranjan Dwivedi eHealth WHO

  2. Presentation in four parts • Issues and challenges in e-learning • E-readiness in medical institutions • Assessment of e-journal consortia • An agenda for action

  3. Changing role of health information professionals The potential for leveraging ICTs for Health information is constantly increasing and becoming sophisticated, requiring that health information professionals’ roles evolve to include: • knowledge management • training in information and evidence-seeking skills at all levels • involvement in clinical decision making • implementation of evidence based policies in public health

  4. Traditional face-to-face learning has limits The need for enhanced learning and training at all levels is further exacerbated by • budgetary constraints • shortage of time • shortage of qualified personnel • Occupational hazards of isolation Hence vastly increased focus on using the potential of ICTs

  5. Changed paradigm of educational methodology • Practical (informal learning activities) • Pedagogic (formal learning activities): • Educational support system in new communication medium • Social support as e-learners (including on-line learners) often feel isolated when using e-learning methodology Hence socio-technical aspects necessary in design to prevent de-motivation and participant withdrawal from e-learning programme

  6. Challenges to content development and delivery • Clearer writing and simpler language to cater to range of disparate audience • As most programmes in English -make allowances for English as a second language • Adapt to different knowledge/education levels; • Provide alternative methods: quizzes; problem solving; clinical examples, discussion forum • Make additional resources available offline to complement on-line resources • Provide more time and training for developing computer skills • Mainstreaming computers with curriculum

  7. Scope of support service and structure • Online facilitator and site coordinator • Coordination amongst numerous site coordinator and learner working different shifts / sites; • Flexibility of design for and choices for un-known learner • Design and pace to suit learners used to verbalizing their thoughts rather than writing them down • Innovative methodology for virtual team work

  8. Evaluation structure • E-readiness – content, connectivity, training • Demand for services • Assessment of needs • Delivery mechanisms • Participant segmentation in attribute and expectations

  9. Avoiding common mistakes • Skipping steps: Analysis, Design, Development, Implementation, Evaluation • Wrong expectations – outcomes and timeframe • Not using all expertise: Pedagogy, design, artist media specialist, evaluator • Not Evaluating the Coursework • Integration and mix media

  10. E-readiness assessment (2004)

  11. Internet Connection in Medical College Libraries No. of Libraries No. of Computer with internet connection 21 0 51-63 1 41-50 2 31-40 4 21-30 7 11-20 17 6-10 22 01-05 53

  12. Connectivity in Medical College Libraries 106 out of 127 Medical colleges have internet connectivity in their libraries. 17% i.e. 21 Medical colleges do not have Internet Connection 41%(53 out of 127) Medical Colleges have 01-05 computers with Internet Connection 17% of the Libraries have 6-10 computers with Internet connectivity. 1-2% of the Libraries have Internet connectivity in more than 40 computers

  13. Type of internet connectivity Type No. of colleges Dial-up 71 (65%) Cable Connection 19 DSL Connection 8 V-Sat 9 ISDN 13 Leased Line 13

  14. CD Rom Collection of Medical College libraries 38 Medical College Libraries have no CD Roms 34 Medical colleges have 01-50 CD ROM 29 Medical colleges have 51-100 CD ROM 15 Medical colleges have 101-200 CD ROM 4 Medical colleges have 201-300 CD ROM 6 Medical colleges more than 300 CD ROM

  15. User Charges 48 Colleges charge internet access fees 36 Colleges provide access free of charge

  16. Consortium for Enhanced Access to Research (CEAR) Enhance access to full text of international medical journals by collaborating libraries using web technology. • TB: CEAR- four leading TB related research institutions has increased access by about 150% (from an average of 45 to 128 journals) (http://www.jccc-tbcear.informindia.co.in ) • RGUHS: CEAR- 28 Medical Colleges have increased access from Average 80 to 650 Journals Use very limited: Systemic problems and lack of user pressure

  17. Potential for e-learning is immense • Internet access with doctors only 12 % in a backward district • Five times as many respondents had internet access at home as compared to those having access in office (2001) • INSDOC (Now NISCAIR)- 10,000 documents delivered in the best year • British Library Document Supply Center (part of BCL) supplied 37 lakhs documents in 2001-02 Source: HIN survey March 2001, in seven districts covering 600 respondents:

  18. Consortium value and costs • INDEST 5,000 e-journals 38 institutions – MHRD funded Rs. 5 Crores • HELINET (2003) 400 journals for 6-8 lakhs per college and 2004 user fee based model 800 journals/ 200 books for Rs. 1000 – 2000 per student per year • Hellinet use- 2003 highest month -2000 downloads

  19. Conclusions: • Good Evaluations needed for much needed evidence for policy • Greater awareness for need for evaluation • Development of evaluation frameworks/ formats by professional community for different kinds of projects • Mandatory publication of evaluation for public funded projects • Using the e-technology for tracking of resource use and its mandatory access through public domain • Reducing the cost of access to research through advocacy for Open access archiving and publishing • Mandatory OAP publishing of public funded research • Working on the demand side by suitable changes in the educational, medical licensing system and stress on evidence based practice • Leveraging the use of RTI Act for greater access to evaluation related information • Involvement of Professional Councils and accreditation

  20. Thank you Ranjan Dwivedi eHealth WHO dwivedir@searo.who.int

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