3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability
OBJECTIVES/SPECIFIC AIMS: Scholars and faculty in the Clinical and Translational Science (CTS) track of our institution’s biomedical science graduate school reported a lack of satisfaction with our learning management system (LMS); specifically, they reported frustration with the amount of time spen...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2019-03-01
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| Series: | Journal of Clinical and Translational Science |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2059866119001481/type/journal_article |
| _version_ | 1827995320174247936 |
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| author | Katherine Cornelius Alexandra Joelle Greenberg-Worisek Ryan Jimison Jennifer Weisbrod Karen Marie Weavers |
| author_facet | Katherine Cornelius Alexandra Joelle Greenberg-Worisek Ryan Jimison Jennifer Weisbrod Karen Marie Weavers |
| author_sort | Katherine Cornelius |
| collection | DOAJ |
| description | OBJECTIVES/SPECIFIC AIMS: Scholars and faculty in the Clinical and Translational Science (CTS) track of our institution’s biomedical science graduate school reported a lack of satisfaction with our learning management system (LMS); specifically, they reported frustration with the amount of time spent locating learning assignment guidelines, course readings, and submission portals. As a result, we created a new master template to address their concerns. METHODS/STUDY POPULATION: A new template was created within the LMS based on scholar and faculty feedback. Surveys and other tools have been used to determine student and faculty satisfaction as well as measure secondary outcomes of time spent in the online learning space. Some key changes include a redesigned menu and submission portal. RESULTS/ANTICIPATED RESULTS: There was an increase in satisfaction with the new LMS template. Next steps include systematically rolling out the new template, with continued solicitation of feedback from all stakeholders. All courses in the CTS track will be converted to the new template by summer quarter 2020. DISCUSSION/SIGNIFICANCE OF IMPACT: The strengths of this project include the multidisciplinary team-based approach to improving course satisfaction and usability, as well as the use of innovative technologies. Additionally, the analytical capabilities of the LMS will be maximized in the new template, which was a shortcoming of the previously available template. |
| first_indexed | 2024-04-10T04:54:32Z |
| format | Article |
| id | doaj.art-37274605e63c4a29ab0e635f7fb62ed3 |
| institution | Directory Open Access Journal |
| issn | 2059-8661 |
| language | English |
| last_indexed | 2024-04-10T04:54:32Z |
| publishDate | 2019-03-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj.art-37274605e63c4a29ab0e635f7fb62ed32023-03-09T12:30:29ZengCambridge University PressJournal of Clinical and Translational Science2059-86612019-03-013636310.1017/cts.2019.1483564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usabilityKatherine Cornelius0Alexandra Joelle Greenberg-Worisek1Ryan Jimison2Jennifer Weisbrod3Karen Marie Weavers4Mayo ClinicMayo ClinicMayo ClinicMayo ClinicMayo ClinicOBJECTIVES/SPECIFIC AIMS: Scholars and faculty in the Clinical and Translational Science (CTS) track of our institution’s biomedical science graduate school reported a lack of satisfaction with our learning management system (LMS); specifically, they reported frustration with the amount of time spent locating learning assignment guidelines, course readings, and submission portals. As a result, we created a new master template to address their concerns. METHODS/STUDY POPULATION: A new template was created within the LMS based on scholar and faculty feedback. Surveys and other tools have been used to determine student and faculty satisfaction as well as measure secondary outcomes of time spent in the online learning space. Some key changes include a redesigned menu and submission portal. RESULTS/ANTICIPATED RESULTS: There was an increase in satisfaction with the new LMS template. Next steps include systematically rolling out the new template, with continued solicitation of feedback from all stakeholders. All courses in the CTS track will be converted to the new template by summer quarter 2020. DISCUSSION/SIGNIFICANCE OF IMPACT: The strengths of this project include the multidisciplinary team-based approach to improving course satisfaction and usability, as well as the use of innovative technologies. Additionally, the analytical capabilities of the LMS will be maximized in the new template, which was a shortcoming of the previously available template.https://www.cambridge.org/core/product/identifier/S2059866119001481/type/journal_article |
| spellingShingle | Katherine Cornelius Alexandra Joelle Greenberg-Worisek Ryan Jimison Jennifer Weisbrod Karen Marie Weavers 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability Journal of Clinical and Translational Science |
| title | 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability |
| title_full | 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability |
| title_fullStr | 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability |
| title_full_unstemmed | 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability |
| title_short | 3564 Breaking the Mold: Using a learner & faculty centric approach to increase satisfaction and usability |
| title_sort | 3564 breaking the mold using a learner faculty centric approach to increase satisfaction and usability |
| url | https://www.cambridge.org/core/product/identifier/S2059866119001481/type/journal_article |
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