This talk will cover

1. BMJ Learning Recent developmentsandfuture directionsDr. Kieran WalshBMJ LearningNovember 2008

2. This talk will cover • Experiences in other countries • Customisation • Editorial strategy • Partnerships • Future directions • Authoring and commissioning modules

3. Experiences in other countries • 10’s of countries throughout the world • New Zealand • Saudi Arabia • International channel

4. BMJ Learning and customised websites • We could create a customised channel for you and/or your clinicians

5. BMJ Learning and customised websites A customised channel could contain: • a home page – which you could control and change as you saw fit • a modules page – you could populate the site with learning modules • a plan and record • an about assessment page • a curriculum and competencies page – you could control this. Any site could be co-branded.

6. BMJ Learning and customised websites You can be as involved as you like in the creation of a customised channel. • You may choose a light touch approach where you change only the text on the home page at set intervals • Or you may choose a more hands on approach where you would be responsible for content creation according to a fixed template and the text of all the web pages

7. BMJ Learning and customised websites Division of responsibilities • Who would do what - we would also need to decide on ownership and governance

8. Basic Customization of BMJ Learning for the RNZCGP Front Page news or announcements can be changed Logo can be integrated

9. Logo can be integrated on each page

10. Logo can be integrated on each page Curriculum and assessment can include local details about your specific curriculum in New Zealand and how and if you make assessments. At the moment you can see this covers the UK GP curriculum but we can change this to information on New Zealand which you can decide upon

11. Logo can be integrated on certificate page or text

12. Reporting • Number of visitors • Number of hits • Number of modules accessed • Improvement in scores • Feedback • Who did what • Increasing sophistication

13. BMJ Learning and customised websites Learning channel • More ambitious • Not like starting from scratch • Collaboration - using knowledge and skills on both sides

14. BMJ Learning and customised websites Learning channel • More ambitious • Not like starting from scratch • Collaboration - using knowledge and skills on both sides

15. BMJ Learning and customised websites Learning channel • More ambitious • Not like starting from scratch • Collaboration - using knowledge and skills on both sides

16. BMJ Learning and customised websites Learning channel • More ambitious • Not like starting from scratch • Collaboration - using knowledge and skills on both sides

17. BMJ Learning and customised websites Learning channel • More ambitious • Not like starting from scratch • Collaboration - using knowledge and skills on both sides

18. Editorial strategy

19. The goal of BMJ Learning To become to best available provider of high quality interactive and independent learning resources for a wide number of interdisciplinary health professional audiences.

20. Current status • Interactive case histories (these involve a pre-test, a number of interactive case presentations and a post-test) • Just in time learning resources (these are evidence based reviews with assessment questions at the end) • Read reflect respond learning resources (these are reflective type modules about ethical issues or professionalism) • BMJ Masterclass highlights (these are a series of radio interviews with speakers from BMJ Masterclass – our face-to-face learning events) • Multimedia modules (these contain state of the art multimedia and interactivity). BMJ Learning provides a wide variety of online learning resources to cater for learners with different learning styles. It provides:

21. Processes for deciding on content We decide what topics to publish modules on according to two processes: • Needs assessment • Curriculum-led services • We work with a wide variety of health professionals to help us decide on CME content. This includes working GPs, medical educationalists, speciality journal editors and academic leaders.

22. Processes for deciding on content (2) • “hot topics” • the BMJ itself • monthly specialist journals • BMJ Clinical Evidence • external resources: national and international guidelines, national service frameworks, other journals.

23. The future • Critical mass of content so that we can provide learners with a one stop shop targeted resource • The needs of our core audience GPs and GP trainees and also general physicians within hospital medicine and foundation doctors • The needs of new audiences • Prehospital care • Emergency medicine physicians • Other specialists (journal related CME) • Medical students

24. The future New types of content • Video procedures • Emergency videos • Non-clinical – leadership • New assessment formats – EMQs

25. Product • Target audience - Size of audience - Usage - Needs - Strengths and weakness of current offering • Desirable areas to cover • Impact – evaluation – research

26. Strategy in action? Asthma • Asthma in adults: diagnosis - Just in time • Asthma in adults: management - Just in time • Childhood asthma - Just in time • Acute asthma - Interactive case history • Chronic severe asthma - Just in time • Occupational asthma - Interactive case history • Running an asthma clinic – Read reflect respond • Masterclass highlight respiratory medicine – Podcast • Simulation centre – Multimedia • User feedback • Needs assessment • Usage • Guidelines/frameworks • Outcomes – practice change • Curricula • Educational theory • Technology • Experiment • Evaluation – research

32. Authoring modules • Good for channel partners • Good for individual doctors (case series of weight loss)

33. Authoring modules • Fixed template • Author • Peer review • Sign off • Local issues

34. Authoring modules • New Zealand first • Team of experts • Advice and light touch editorial work from BMJ • As much or as little as you want

35. Thank you