Executive summary

Between August 2002 and August 2003 the Biomedical Online Learning project designed, developed and tested seven modules for healthcare scientists.  The aims were to increase their academic qualifications in the field, to support their learning of state of the art laboratory techniques, and to evaluate whether an online mode delivery would be able to service training requirements in the healthcare sector. There was a comprehensive partnership arrangement guiding the development and implementation of this project involving 16 NHS Hospital Trusts, the Public Health Laboratory Service (now part of the Health Protection Agency), and the University of Greenwich, funded by the five London Workforce Development Confederations and the Kent, Surrey and Sussex Workforce Development Confederation. 

Seven Biomedical Online Training Modules were developed, each intended to require approximately 40 hours of learning activity by a student. The modules were designed and written by teams of authors, generally NHS consultants, and their work was peer reviewed. The modules were written for delivery using the platform WebCT (Web Course Tools) a well developed computer based medium allowing flexibility in course development and with numerous tools to support student learning and facilitate guidance from a tutor. This computer mediated learning allowed students to study in the workplace or at home, at times when they chose. Course organization using WebCT also allowed students to study not just course materials, but also linked websites, and to use a range of communication tools to overcome isolation, to feel part of a group and to have questions answered and problems solved by both their tutor and fellow students. Tutors were engaged to support the teaching of the modules, and they learned sufficient about WebCT to give guidance to their students on both the module content and on the medium of delivery. Following a brief advertising campaign within the partnership, potential students were identified and approached, resulting in small groups of from two to six students testing the initial teaching of each module. Prior to testing the modules, most students attended an orientation meeting to explain both the module content and to familiarise them with WebCT.

The evaluation of the project involved data gathering during the development of the modules, including an author WebCT training day.  Data on students were first collected at the orientation day. Other data were gathered, typically through interviews, from the authors and tutors. Students’ interactions with WebCT, for example, how often they used WebCT and for how long, were recorded within the software. Each module included response sections for each topic where students completed a questionnaire online, and following their final assessment task students participated in a group interview. Data were also gathered through email surveys of training officers employed by NHS Trusts.

The main findings of the evaluation were:

·        Students gave three kinds of reasons for undertaking the module: wanting to learn more about the subject content area, wanting to undertake Continuing Professional Development, and wanting to experience learning through the web.

·        WebCT was acknowledged by all the students as an effective means for learning. Most students used WebCT from both work and home.

·        Students were positive about the module content, about the range of computer skills required and about the variety of software used in learning activities. They felt the number of assignments was justified, and provided an effective way of learning.

·        Most students in most modules reported requiring more than the forty hours of study anticipated.

·        Students felt the tutors filled their roles with enthusiasm and support.

·        Students would unreservedly recommend these modules to their colleagues.

·        Training Officers in the partnership hospital trusts commended this WebCT initiative as timely, and would recommend these modules not only because of their content, but also because online learning was suited to a busy and unpredictable workplace.

This evaluation was funded by the LTSN Health Sciences and Practice. If you wish to read the full evaluation document, please contact the Biomed Online Learning Administrator on telephone number 020 8331 9978 or by email C.E.Ronan@gre.ac.uk.