Bogam Rahul, Mishra Priyadarshini
Community Medicine Specialist Trainer, Department of Community Medicine, Primary Health Care Corporation, Doha, Qatar.
Additional Professor, Department of Physiology, All India Institute of Medical Sciences, Bhubaneshwar, Odisha, India.
J Educ Health Promot. 2022 Jun 11;11:164. doi: 10.4103/jehp.jehp_954_21. eCollection 2022.
Online learning environments are becoming more frequent in teaching and learning than ever before. Asynchronous learning provides "high degree of interactivity" between participants and helps them to reflect upon their ideas/thoughts, before sharing them with others leading to more insightful responses and in-depth learning. Moderating an online discussion is an art and challenging task, which needs meticulous planning and effective execution approaches. One of the major challenges in online discussion is to ensure active participation and interest among participants, and therefore, it reiterates the need for inclusion of interactive strategies to enable it meaningful and effective. The present article is to share our experiences in moderating session on "Dramatics in Medical Education" (DIME) as a part of ML web discussion of Foundation for Advancement in International Medical Education and Research (FAIMER) at one of the regional FAIMER institutes in India.
Thirty-two FAIMER fellows participated in online discussion on DIME, supplemented with various engagement triggers including, sharing of real-life situation case scenarios, motivational quotes, competitions and rewards, script writing, script editing exercises by using Forum Theatre method, discussion on uploaded academic videos on "YouTube," use of mnemonics, etc.
Online discussion yielded improved knowledge and positive attitudes of participants toward DIME. Task-based exercises within authentic or realistic situations, teamwork, and interactions facilitated active learning of participants.
Appropriate planning, well coordination, and interactive strategies can foster learning and reflective abilities as well as develop favorable perceptions of learners toward virtual mode of teaching-learning.
在线学习环境在教学中比以往任何时候都更加频繁。异步学习在参与者之间提供了“高度的互动性”，并帮助他们在与他人分享想法之前进行反思，从而产生更有见地的回应和深入的学习。主持在线讨论是一项艺术且具有挑战性的任务，需要精心规划和有效的执行方法。在线讨论的主要挑战之一是确保参与者积极参与并保持兴趣，因此，这再次强调了需要纳入互动策略以使讨论有意义且有效。本文旨在分享我们在印度一家地区性国际医学教育与研究基金会（FAIMER）机构主持“医学教育中的戏剧”（DIME）在线讨论会议的经验，该会议是FAIMER机器学习网络讨论的一部分。
32名FAIMER研究员参与了关于DIME的在线讨论，并辅以各种参与激发方式，包括分享现实生活中的案例场景、励志名言、竞赛与奖励、剧本创作、使用论坛剧场方法进行剧本编辑练习、讨论在“YouTube”上上传的学术视频、使用记忆法等。
在线讨论提高了参与者对DIME的知识水平和积极态度。在真实或现实情境中的任务型练习、团队合作和互动促进了参与者的主动学习。
适当的规划、良好的协调和互动策略可以培养学习和反思能力，并使学习者对虚拟教学模式产生良好的认知。
