期刊
BMJ EVIDENCE-BASED MEDICINE
卷 26, 期 5, 页码 255-260出版社
BMJ PUBLISHING GROUP
DOI: 10.1136/bmjebm-2020-111394
关键词
evidence-based practice
资金
- UK Government [5242]
The paper discusses the transition from face-to-face workshops to online learning for postgraduate training, emphasizing the need for a balanced team of technical and content knowledge, learning strategies that match content delivery, and considerations for limited internet access in resource-poor settings in Africa.
Postgraduate training is moving from face-to-face workshops or courses to online learning to help increase access to knowledge, expertise and skills, and save the cost of face-to-face training. However, moving from face-to-face to online learning for many of us academics is intimidating, and appears even more difficult without the help of a team of technologists. In this paper, we describe our approach, our experiences and the lessons we learnt from converting a Primer in Systematic Reviews face-to-face workshop to a 6-week online course designed for healthcare professionals in Africa. We learnt that the team needs a balance of skills and experience, including technical know-how and content knowledge; that the learning strategies needed to achieve the learning objectives must match the content delivery. The online approach should result in both building knowledge and developing skills, and include interactive and participatory approaches. Finally, the design and delivery needs to keep in mind the limited and expensive internet access in some resource-poor settings in Africa.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据