E-learning for self-management support: introducing blended learning for graduate students – a cohort study

dc.contributor.authorMunro, Virginia
dc.contributor.authorMorello, Andrea
dc.contributor.authorOster, Candice
dc.contributor.authorRedmond, Christine
dc.contributor.authorVnuk, Anna Kristina
dc.contributor.authorLennon, Sheila
dc.contributor.authorLawn, Sharon Joy
dc.descriptionThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.en_US
dc.description.abstractBackground E-learning allows delivery of education in many diverse settings and researchers have demonstrated it can be as effective as learning conducted in traditional face-to-face settings. However, there are particular practices and skills needed in the area of providing patient self-management support (SMS), that may not be achievable online. The aim of this study was to compare three approaches in the training of university students regarding the preparation of a Chronic Condition Self-Management Care Plan: 1) traditional face-to-face delivery of SMS training, 2) an e-learning approach and 3) a blended approach (combining e-learning and face-to-face teaching). Methods Graduate entry physiotherapy students and medical students at Flinders University were recruited. Depending on the cohort, students were either exposed to traditional face-to-face training, e-learning or a blended model. Outcomes were compared between the three groups. We measured adherence to care plan processes in the preparation of an assessment piece using the Flinders Program Chronic Care Self Management tools. A total of 183 care plans were included (102 traditional, 52 blended, 29 e-learning,). All students submitted the Flinders Program Chronic Care Plan for university assessment and these were later assessed for quality by researchers. The submission was also assigned a consumer engagement score and a global competence score as these are integral to successful delivery of SMS and represent the patient perspective. Results The blended group performed significantly better than the traditional group in quality use of the Flinders Program tools: Problem and Goals (P < 0.0001). They also performed significantly better in the total care plan score (P < 0.0001) and engagement score (P < 0.0001). There was no significant difference between the groups for the Partners in Health tool. Conclusions In this pilot study, the blended learning model was a more effective method for teaching self-management skills than the traditional group, as assessed in the development of a chronic condition self-management care plan. We anticipate that future research with identical groups of students would yield similar results but in the meantime, academics can have confidence that blended learning is at least as effective as traditional learning methods.en_US
dc.identifier.citationMunro, V., Morello, A., Oster, C. et al., (2018). E-learning for self-management support: introducing blended learning for graduate students – a cohort study. BMC Medical Education, 18(1):219.en_US
dc.rights© The Author(s). 2018en_US
dc.rights.holderThe Author(s).en_US
dc.subjectSelf-management supporten_US
dc.subjectBlended learningen_US
dc.subjectVirtual learningen_US
dc.subjectChronic careen_US
dc.subjectperson-centered careen_US
dc.titleE-learning for self-management support: introducing blended learning for graduate students – a cohort studyen_US
local.contributor.authorOrcidLookupLawn, Sharon Joy: https://orcid.org/0000-0002-5464-8887en_US
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