Department of Renal Medicine, Singapore General Hospital, Singapore.
SingHealth Polyclinics, Singapore.
Korean J Med Educ. 2022 Jun;34(2):155-166. doi: 10.3946/kjme.2022.227. Epub 2022 May 31.
Online large-group teaching (OLGT), employed to reach a large group of learners in separate physical locations, allows asynchronous learning and facilitates social distancing. While online large-groups can be a powerful and resource-lean means of health professions education, it has challenges and potential pitfalls that may affect the learning process and outcomes. Through a sociomateriality framework, this article describes strategies for effective online large-group teaching in health professions education in three key strands. Firstly, to optimize learning, OLGT sessions should match learning needs with appropriate OLGT platforms, incorporate strategies to sustain learner attention, and accommodate learners of different abilities. Secondly, to develop a learning culture, OLGT must not only focus on cognitive aspects of learning but also build a community of practice, nurture digital professionalism and professional identity. Thirdly, we discuss the avoidance of pitfalls such as cognitive overload of both tutors and learners, technical issues and security risks, mitigating inequities in access to online learning, and the use of program evaluation to plan for sustained improvements. We conclude with a case vignette that discusses the challenges of OLGT and the application of the above strategies in a teaching scenario.
在线大班教学（OLGT）用于在不同的物理位置将大量学习者联系在一起，允许异步学习并促进社交距离。虽然在线大班教学可能是一种强大且资源节约的健康专业教育手段，但它也存在可能影响学习过程和结果的挑战和潜在缺陷。本文通过社会物质性框架，从三个关键方面描述了在健康专业教育中进行有效在线大班教学的策略。首先，为了优化学习，OLGT 课程应将学习需求与适当的 OLGT 平台相匹配，采用维持学习者注意力的策略，并适应不同能力的学习者。其次，为了发展学习文化，OLGT 不仅要关注学习的认知方面，还要建立实践共同体，培养数字专业精神和专业身份。第三，我们讨论了避免陷阱，例如教师和学习者的认知过载、技术问题和安全风险、减轻在线学习机会的不平等、以及使用程序评估来规划持续改进。最后，我们以一个教学案例来说明 OLGT 的挑战以及在教学场景中应用上述策略的情况。
