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Online discussion for block teaching in postgraduate health professionals’ curriculum: the Ethiopian experience

机译：研究生卫生专业人士课程中的在线讨论：埃塞俄比亚经验

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Background Online discussions as a method of instruction are a new approach in Ethiopia. There is no previous study in the Ethiopian context that has assessed students’ engagement and learning experience using this instruction method, which may offer a valuable complement to other instruction methods for intensive block teaching in a resource-limited environment. The aim of this study was to assess the value of online discussions in supporting students’ engagement and interaction with their peers and teachers in a block teaching postgraduate health professionals’ curriculum. Methods The research was conducted at Addis Ababa University College of Health Sciences, School of Medical Laboratory Sciences (SMLS), which has structured the curriculum around intensive block teaching. Between December 2011 and February 2012, two groups of full-time (N =?21) and part-time (N =?52) postgraduate students participated in online discussions as part of a Biostatistics and Research Methods module, in addition to other instructional methods. Every week, the course instructor initiated the online discussion by posting an assignment and articles with a few discussion questions. To evaluate the participants’ collective learning experience, the content of the email messages generated during these online discussions was analyzed qualitatively. Result A total of 702 emails were exchanged during the three week module, of which 250 emails (35.6%) were posted by full-time students and 452 emails (64.4%) by part-time Continuing Education Program (CEP) students. During the online discussion forum, students identified different statistical data analysis tools and their application for given data sets. In terms of message contents, 67% of full-time and 64% of part-time students’ messages were classified as learning experiences. However, a slightly higher proportion of part-time students’ posts were social messages. The majority of students in both groups reported high levels of satisfaction with their online experience. Conclusion Online discussion could be a valuable addition to face-to-face classroom teaching to improve students’ engagement and interaction in an intensive block teaching postgraduate curriculum where learners are engaged in a full work load with academic studies.
机译：背景技术在线讨论作为一种教学方法是埃塞俄比亚的新方法。在埃塞俄比亚语境中没有以前的研究，这些研究已经评估了学生的参与和学习经验，可以使用该指示方法提供有价值的补充资源有限的环境中的密集块教学的其他指令方法。本研究的目的是评估在街区教学卫生专业人员课程中支持学生与同行和教师的参与和互动方面的在线讨论的价值。方法在亚的斯亚贝巴大学卫生科学学院（SMLS）亚的斯·阿巴巴大学（SML）进行了研究，该研究在密集的块教学中构成了课程。 2011年12月和2012年2月，两组全职（n =？21）和兼职（n =？52）研究生参加了在线讨论作为止痛药和研究方法模块的一部分，除了其他教学方法。每周，课程教练通过发布分配和文章，通过一些讨论问题发布在线讨论。为了评估参与者的集体学习经验，定性地分析了在这些在线讨论期间生成的电子邮件的内容。结果在三周模块中交换了共有702封电子邮件，其中由兼职继续教育计划（CEP）学生，全日制学生和452封电子邮件（35.6％）发布了250封电子邮件（35.6％）。在在线讨论论坛期间，学生确定了不同的统计数据分析工具及其应用于给定数据集。就留言内容而言，67％的全职和64％的兼职学生留言被归类为学习经历。然而，兼职学生的帖子比例略高于社会信息。两组的大多数学生都报告了与他们在线经验的高度满意度。结论在线讨论可能是面对面课堂教学的宝贵补充，以提高学生在密集的街区教学研究生课程中的参与和互动，学习者从事学术研究的全部工作负担。

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