Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education
Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at th...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2018-01-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/10872981.2017.1415617 |
| _version_ | 1818159932945465344 |
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| author | Paige L. McDonald Kenneth J. Harwood Joan T. Butler Karen S. Schlumpf Carson W. Eschmann Daniela Drago |
| author_facet | Paige L. McDonald Kenneth J. Harwood Joan T. Butler Karen S. Schlumpf Carson W. Eschmann Daniela Drago |
| author_sort | Paige L. McDonald |
| collection | DOAJ |
| description | Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters |
| first_indexed | 2024-12-11T15:53:51Z |
| format | Article |
| id | doaj.art-1906428c09484c3aa5e6b887f0041356 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-12-11T15:53:51Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-1906428c09484c3aa5e6b887f00413562022-12-22T00:59:29ZengTaylor & Francis GroupMedical Education Online1087-29812018-01-0123110.1080/10872981.2017.14156171415617Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions educationPaige L. McDonald0Kenneth J. Harwood1Joan T. Butler2Karen S. Schlumpf3Carson W. Eschmann4Daniela Drago5George Washington University School of Medicine and Health SciencesGeorge Washington University School of Medicine and Health SciencesGeorge Washington University School of Medicine and Health SciencesGeorge Washington University School of Medicine and Health SciencesGeorge Washington University School of Medicine and Health SciencesGeorge Washington University School of Medicine and Health SciencesIntensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Mattershttp://dx.doi.org/10.1080/10872981.2017.1415617Intensive coursesaccelerated coursescurriculum designonline learninge-learning |
| spellingShingle | Paige L. McDonald Kenneth J. Harwood Joan T. Butler Karen S. Schlumpf Carson W. Eschmann Daniela Drago Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education Medical Education Online Intensive courses accelerated courses curriculum design online learning e-learning |
| title | Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education |
| title_full | Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education |
| title_fullStr | Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education |
| title_full_unstemmed | Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education |
| title_short | Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education |
| title_sort | design for success identifying a process for transitioning to an intensive online course delivery model in health professions education |
| topic | Intensive courses accelerated courses curriculum design online learning e-learning |
| url | http://dx.doi.org/10.1080/10872981.2017.1415617 |
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