Document Type
Journal Article
Publication Date
12-1-2018
Journal
Medical Education Online
Volume
23
Issue
1
Inclusive Pages
1415617
DOI
10.1080/10872981.2017.1415617
Abstract
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 professions' programs contemplating similar transitions.
ABBREVIATIONS: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
APA Citation
McDonald, P., Harwood, K., Butler, J., Schlumpf, K., Eschmann, C., & Drago, D. (2018). Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education.. Medical Education Online, 23 (1). http://dx.doi.org/10.1080/10872981.2017.1415617
Peer Reviewed
1
Open Access
1
Comments
Reproduced with permission of Taylor & Francis. Medical Education Online