Can Flipped eLearning be Effective for Continuing Medical Education?
Are you a Continuing Medical Education (CME) provider constantly on the lookout for ways to create value for medical practitioners through your education programs? Since these are already practicing physicians with long and unpredictable working hours, it is quite challenging to cater to their learning requirements. In this blog, we shall look at the flipped eLearning model as a potential way to make the CME experience more appealing for the medical community. This model is being effectively used by some of our customers for quite some time now. It prioritizes assessments over content unlike the typical eLearning model where content comes before assessments. Since these providers are dealing with learners who are practicing physicians and already know their stuff, the idea is to focus on reinforcement and not introducing new content. Hence the flipped eLearning model could help.
The flipped eLearning model thrives on the belief that assessments are more reflective of what the physicians are doing in practice, and can incentivize them to learn new things. In this model, short assessment nuggets can be used as the first point to engage the practitioners. These nuggets that can typically be completed in 2-5 minutes can be aimed at assessing their knowledge on particular subjects. Once the practitioners attempt them, the nugget can then teach them the required lessons through feedback. This enables practitioners to be more receptive of the learning module. In case they have answered the assessment question correctly, they are keen to explore further on the subject. In case the answer is wrong, they are keen to know the right option. In both the cases, they are more receptive to learning. And since this learning doesn’t demand much time out of their busy schedules, they are happy to undertake it.
The use of assessments to gauge actual knowledge and then enhance it, also calls for using advanced methods to evaluate, rather than just multiple choice questions. Explorative and immersive assessments, simulated operations on virtual patients, allow for more in-depth exploration of the assessment questions. Automated scoring and tracking could make this flipped eLearning model more useful, since the providers can assess the physician progress from time to time and direct the learning modules as per individual needs.
What are your thoughts on using this flipped eLearning model? Do you think it could have a positive impact on their engagement and reception levels? We would love to hear from you.