Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education. Issue 1 (1st January 2018)

• Record Type: Journal Article
• Authors: McDonald, Paige L.; Harwood, Kenneth J.; Butler, Joan T.; Schlumpf, Karen S.; Eschmann, Carson W.; Drago, Daniela
• Is Part Of: Medical education online. Volume 23:Issue 1(2018)
• Publication Date: 2018-01-01
• Subjects: Intensive courses -- accelerated courses -- curriculum design -- online learning -- e-learning; Medical education -- Periodicals; Education, Medical -- Periodicals; 610.71
• DOI: 10.1080/10872981.2017.1415617
• Languages: English
• ISSNs: 1087-2981

Abstract

ABSTRACT: Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions. Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters