Postgraduate Medical Education Director, Aga Khan University, Nairobi, Kenya.
BMC Med Educ. 2011 Jan 25;11:3. doi: 10.1186/1472-6920-11-3.
Community learning and e-mentoring, learning methods used in higher education, are not used to any extent in residency education. Yet both have the potential to enhance resident learning and, in the case of community learning, introduce residents to basic lifelong learning skills. We set out to determine whether residents participating in an Internet based e-mentoring program would, with appropriate facilitation, form a community of learners (CoL) and hold regular community meetings. We also determined resident and faculty perceptions of CoL and Internet sessions as effective learning experiences.
A six-month e-mentoring pilot was offered to 10 Radiology residents in the Aga Khan University Postgraduate Medical Education Program in Nairobi, Kenya (AKUHN) with a Professor of Radiology, located at University of Virginia, USA, acting as the e-mentor. Monthly Internet case-based teaching sessions were facilitated by the e-mentor. In addition, residents were coached by a community facilitator to form CoL and collectively work through clinical cases at weekly face-to-face CoL sessions.Event logs described observed resident activity at CoL sessions; exit survey and interviews were used to elicit perceptions of CoL and Internet sessions as effective learning experiences.
Resident adoption of CoL behaviors was observed, including self-regulation, peer mentoring and collaborative problem solving. Analysis revealed high resident enthusiasm and value for CoL. Surveys and interviews indicated high levels of acceptance of Internet learning experiences, although there was room for improvement in audio-visual transmission technologies. Faculty indicated there was a need for a larger multi-specialty study.
The pilot demonstrated resident acceptance of community building and collaborative learning as valued learning experiences, addressing one barrier to its formal adoption in residency education curricula. It also highlighted the potential of e-mentoring as a means of expanding faculty and teaching materials in residency programs in developing countries.
社区学习和电子辅导作为高等教育中的学习方法，在住院医师教育中并未得到广泛应用。然而，这两种方法都有可能提高住院医师的学习水平，而且在社区学习的情况下，还可以使住院医师掌握基本的终身学习技能。我们旨在确定参与基于互联网的电子辅导计划的住院医师在适当的促进下是否会形成一个学习社区（CoL）并定期举行社区会议。我们还确定了住院医师和教师对 CoL 和互联网会议作为有效学习体验的看法。
在肯尼亚内罗毕的 Aga Khan 大学研究生医学教育计划（AKUHN）中，向 10 名放射科住院医师提供了为期六个月的电子辅导试点，由美国弗吉尼亚大学的放射学教授担任电子导师。每月由电子导师主持一次基于互联网的案例教学会议。此外，还由社区协调员对住院医师进行辅导，以形成 CoL，并在每周的面对面 CoL 会议上共同处理临床病例。活动日志描述了 CoL 会议中观察到的住院医师的活动；通过退出调查和访谈，了解住院医师对 CoL 和互联网会议作为有效学习体验的看法。
观察到住院医师采用了 CoL 行为，包括自我调节、同伴辅导和协作解决问题。分析显示，住院医师非常热衷于 CoL，认为它很有价值。调查和访谈表明，住院医师对互联网学习体验的接受程度很高，尽管视听传输技术还有改进的空间。教师表示需要进行更大规模的多专业研究。
该试点表明住院医师接受了社区建设和协作学习作为有价值的学习体验，这解决了在住院医师教育课程中正式采用这两种方法的一个障碍。它还突出了电子辅导作为在发展中国家的住院医师计划中扩大教师和教学材料的一种手段的潜力。
