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Effectiveness, efficiency, and e-learning

Effectiveness, efficiency, and e-learning Adv in Health Sci Educ (2008) 13:249–251 DOI 10.1007/s10459-008-9131-5 EDITORIAL Effectiveness, efficiency, and e-learning Geoff Norman Published online: 2 August 2008 Springer Science+Business Media B.V. 2008 The Reflections article in this issue (Berman et al. 2008) is a comprehensive review and position paper regarding the use of computer-aided instruction, (or its current incarnation, ‘‘e-learning’’) in clinical settings. There are two or three crucial points that deserve further comment. First, Berman et al. (2008) reiterate some of the issues I raised in the editorial in the last issue (Norman 2008) regarding the low dissemination of these resources, and discuss several reasons, particularly the difficulty of matching the instructional material to the course, and the real dilemma of the portability of these materials across programs. They also point out that there is little evidence of effectiveness of many CAI materials, which is certainly the case. And they identify that, despite all the talk about students being more ‘‘computer-literate’’ (or whatever is the current expression) than faculty, e-learning rarely receives rave reviews, and generally students indicate that they prefer face-to-face instruction to e-learning. However, buried in all this is an important nugget. Berman et al. (2008) cite two studies (Bell et al. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Effectiveness, efficiency, and e-learning

Advances in Health Sciences Education , Volume 13 (3) – Aug 2, 2008

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References (14)

Publisher
Springer Journals
Copyright
Copyright © 2008 by Springer Science+Business Media B.V.
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-008-9131-5
pmid
18677550
Publisher site
See Article on Publisher Site

Abstract

Adv in Health Sci Educ (2008) 13:249–251 DOI 10.1007/s10459-008-9131-5 EDITORIAL Effectiveness, efficiency, and e-learning Geoff Norman Published online: 2 August 2008 Springer Science+Business Media B.V. 2008 The Reflections article in this issue (Berman et al. 2008) is a comprehensive review and position paper regarding the use of computer-aided instruction, (or its current incarnation, ‘‘e-learning’’) in clinical settings. There are two or three crucial points that deserve further comment. First, Berman et al. (2008) reiterate some of the issues I raised in the editorial in the last issue (Norman 2008) regarding the low dissemination of these resources, and discuss several reasons, particularly the difficulty of matching the instructional material to the course, and the real dilemma of the portability of these materials across programs. They also point out that there is little evidence of effectiveness of many CAI materials, which is certainly the case. And they identify that, despite all the talk about students being more ‘‘computer-literate’’ (or whatever is the current expression) than faculty, e-learning rarely receives rave reviews, and generally students indicate that they prefer face-to-face instruction to e-learning. However, buried in all this is an important nugget. Berman et al. (2008) cite two studies (Bell et al.

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Aug 2, 2008

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