An interactive E-Learning Portal in Pediatric Endocrinology: Practical Experience
AbstractBased on educational considerations, the European Society for Paediatric Endocrinology (ESPE) e-learning portal has been developed, providing an interactive learning environment for up-to-date information in pediatric endocrinology. From March 2011 to January 2012, five small-scale pilot studies were completed to assess the usefulness of the structure and content by senior experts, fellows, residents and medical students. Altogether, 8 cases and 4 chapters were studied by a total of 71 individuals: 18 senior experts, 21 fellows, 10 medical students, 9 regional pediatricians and 13 residents, resulting in a total of 127 evaluations. Participants considered the portal content interesting and appreciated the way of learning compared to traditional learning from literature and textbooks. Special attention was paid to assess the personalized feedback given by experts to fellows and residents who completed the portal. Feedback from experts included both medical understanding and communication skills demonstrated by fellows and residents. Users highly appreciated the feedback of the medical experts, who brought perspectives from another clinic. This portal also offers educational opportunities for medical students and regional pediatricians and can be used to develop various CanMEDS competencies, e.g., medical expert, health advocate, and scholar. View Full-Text
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Kranenburg-van Koppen, L.J.C.; Grijpink-van den Biggelaar, K.; Drop, S.L.S. An interactive E-Learning Portal in Pediatric Endocrinology: Practical Experience. Pharmacy 2013, 1, 160-171.
Kranenburg-van Koppen LJC, Grijpink-van den Biggelaar K, Drop SLS. An interactive E-Learning Portal in Pediatric Endocrinology: Practical Experience. Pharmacy. 2013; 1(2):160-171.Chicago/Turabian Style
Kranenburg-van Koppen, Laura J.C.; Grijpink-van den Biggelaar, Kalinka; Drop, Stenvert L.S. 2013. "An interactive E-Learning Portal in Pediatric Endocrinology: Practical Experience." Pharmacy 1, no. 2: 160-171.