Back David Alexander, Behringer Florian, Harms Tina, Plener Joachim, Sostmann Kai, Peters Harm
Department of Traumatology and Orthopedics, Bundeswehr Hospital, Scharnhorststrasse 13, 10115, Berlin, Germany.
Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
BMC Med Educ. 2015 Sep 3;15:145. doi: 10.1186/s12909-015-0420-4.
The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools.
A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means.
The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties.
While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning tools and concepts.
医学教育中电子学习形式（e-learning）的使用主要是从各个专业的角度进行报道。在本研究中，我们分析了中欧一批医学院校在机构层面上电子学习形式的实施水平以及机构支持结构和策略。
使用SurveyMonkey®向奥地利、德国和瑞士的48所医学院校发送了一份包含49个项目的在线问卷。2013年2月至9月收集数据，并采用定量、统计和定性方法进行分析。
回复率为71%。所有学校都实施了电子学习，但主要作为课程的一种可选补充。电子学习涉及所有学科的多种形式。97%的学校使用了在线学习平台。50%的学校聘请了全职电子学习工作人员，这些人员对相应医学院校中电子学习的存在产生了积极且显著的影响。此外，81%的学校为教师提供培训项目和资质认证，76%的学校给予以绩效为导向的福利，其中17%是针对电子学习任务给予的。33%的学校对电子学习成果给予奖励，27%的学校将其视为教学工作量的一部分。97%的学校会使用其他院系制作的与课程兼容的电子学习工具。
虽然所有参与的医学院校都采用了电子学习概念，但本次调查也揭示了机构基础设施的合理支持以及工作人员对电子学习课程实施水平的重要性。然而，数据显示在增加切实激励措施以促使教师进一步使用电子学习方面仍有潜力。此外，各个工具的使用以及电子学习演示文稿在不同学科中的分布相当不均衡。医学院校之间的合作意愿在未来应加以利用，特别是在提供电子学习工具和概念方面。
