Research Education Project Rolls Out Online Learning Tool
Posted on July 1, 2009
With little fanfare, two key objectives of the research education project at Northwestern Health Sciences University were implemented at the start of the Summer 2009 term. The project is a collaborative effort between Northwestern and the University of Minnesota, focused on integrating research into the practice of complementary and alternative medicine.
Starting summer term, students in all academic programs began taking a newly-developed course called Foundations of Evidence-Informed Practice. The new course includes 22 interactive online learning modules, which were created as part of the CAM education project. The modules will eventually be available through continuing education to field clinicians, and possibly to other educational institutions.
The modules, or reusable learning objects (RLOs), were designed as individual modules that can stand alone to be used outside the evidence-informed practice course, and independent of other RLOs. The RLOs were also designed to include interactive exercises, a feature that is not often included in online tools.
Roni Evans, DC, MS, is the Dean of Research at Northwestern’s Wolfe-Harris Center for Clinical Studies. Dr. Evans, along with Mary Jo Kreitzer, PhD, RN, Director of the Center for Spirituality and Healing at the University of Minnesota, is leading the project. According to Dr. Evans, the interactive RLOs are intended to capture students’ interest and enhance the learning experience.
Developing the RLOs required extensive resources in terms of staff and time. Drawing on the expertise of an instructional designer, content experts, graphic designers, programmers, an Information Technology (IT) coordinator, and IT support, the project team first analyzed needs and the resources available, specifically identifying which evidence-informed learning objectives were well-suited for online learning. The team then assessed what the existing IT infrastructure and research department could support, and how the online learning modules could interface with the Moodle educational management system. The “look and feel” of the modules was designed, including content and graphics. Finally, the modules were tested, refined and implemented. The whole process was compressed into nine months to be completed in time for the summer term.
The result is a high-quality, professional online learning product. “To my knowledge,” said Dr. Evans, “it’s the first of its kind.” No other products are known to take an evidence-informed practice approach, incorporating principles that will be useful to clinicians, according to Dr. Evans.
Faculty development is the next step for the CAM education project. A team of Northwestern faculty from all academic programs and clinics will look at the RLOs and provide feedback on how to modify them to meet faculty needs.The RLOs will then be revised as necessary and incorporated into a faculty development program.
The next objective is to make the RLOs available to field clinicians, through continuing education. The agency funding the project is also expecting that a plan be developed to share the modules with other educational institutions. The project team at Northwestern is currently exploring additional funding avenues to sustain the online learning, which will take ongoing monetary and personnel resources.
Dr. Evans had an opportunity to showcase the RLOs in May at a national research conference on complementary and integrative medicine. “People were very impressed,” she said. “In fact, we were approached by a clinic director from one of Harvard's integrative clinics who would like to use our online learning to train some of their faculty.”
The final phase of the CAM education project consists of three main areas of focus:
- Designing and implementing the evidence-informed faculty development program;
- Creating practical experience opportunities for students and faculty to participate in evidence-informed practice and research (such as journal clubs, fellowship opportunities, research projects, etc.); and
- Disseminating information about the modules through manuscripts, presentations and packaging of the educational product.
Dr. Evans is pleased with the final product. “It is a good use of technology, and a good adaptation to how students are learning today.”