Open University Centre for Education in Medicine, UK.
Med Teach. 2011;33(4):328-30. doi: 10.3109/0142159X.2011.540266.
In 2009, The National Institute for Health and Clinical Excellence (NICE) developed an undergraduate online learning package on the practical application of evidence-based medicine with the intention that it would be integrated into existing medical curricula.
Complementary methodologies were used to yield a diversity of quantitative and qualitative data on how the online learning package was integrated.
The modules of the online learning package received an overall positive reaction from the users but uptake of the modules was lower than expected. Even though some curriculum integration occurred, several students were unaware that the package existed, some lacked the time to use the package and others would have preferred to have had the package earlier in their course.
A new model for the effective integration of online education packages into existing undergraduate medical curricula is proposed, especially when developed by external organisations. This new model should enable educationalists to better reveal and overcome the contextual and process challenges, barriers and solutions to implementing effective flexible learning approaches. When introducing new learning resources into a curriculum, many factors are important, especially the learners' perceived needs and how these vary at different stages of their course.
2009 年，英国国家卫生与临床优化研究所（NICE）开发了一个关于循证医学实际应用的本科在线学习包，旨在将其整合到现有的医学课程中。
采用互补的方法，获得了关于在线学习包如何整合的多种定量和定性数据。
在线学习包的模块受到了用户的总体积极反馈，但模块的采用率低于预期。尽管已经进行了一些课程整合，但仍有一些学生不知道该学习包的存在，一些学生没有时间使用该学习包，而另一些学生则希望在课程早期就拥有该学习包。
提出了一种新的模式，以将在线教育包有效整合到现有的本科医学课程中，特别是由外部组织开发的在线教育包。这种新模式应使教育工作者能够更好地揭示和克服实施有效灵活学习方法的背景和过程挑战、障碍和解决方案。在将新的学习资源引入课程时，许多因素都很重要，尤其是学习者的感知需求以及这些需求在课程不同阶段的变化。
