Comparison of online learning and engagement through a Learning Management System
Poster C126, Wednesday, October%2010, 11:30%20am%20-%201:00%20pm, Essex%20Ballroom
Helen Nicoll1, Caroline Crlenjak1, Vijay Kollipara1, Heather Stavely1, Craig Hodges1, Patrick McGorry1,2; 1Orygen, The National Centre of Excellence in Youth Mental Health, 2The University of Melbourne
Orygen, in partnership with a county health care network in the USA is supporting a First Episode Psychosis Program via a collaborative workforce development initiative. The outcome is to upskill the clinical workforce in the development of youth focused early psychosis interventions. The workforce initiative has a strong focus on a self-directed, andragogical learning opportunity including intensive input with approximately 100 hours of reading and interactive online materials, and 5 days of face to face workshops. The clinicians were able to browse the learning management system (LMS) in their own time, they could also connect to colleagues and educators in the forums where reflection of clinical practice occurred. The themes on the LMS covered 10 topics as well as pre and post workshop activities. All themes also were split into foundation and advanced levels so that the learner could self-identify which level was more appropriate for them. There were also opportunities to connect via a general forum to discuss anonymised cases or organisational issues. The forum was moderated and supported by clinical educators at Orygen. Data was collected in regard to the amount of activity in each theme. This included, accessing articles, watching interactive materials or engagement with activities or conversations on forums. This data is presented with recommendations for future planning of educational programs as well as an evaluation of learning modes clinicians found most useful.
Topic Area: Translational Research