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Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools

Overview of attention for article published in BMC Medical Education, September 2015
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Title
Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools
Published in
BMC Medical Education, September 2015
DOI 10.1186/s12909-015-0420-4
Pubmed ID
Authors

David Alexander Back, Florian Behringer, Tina Harms, Joachim Plener, Kai Sostmann, Harm Peters

Abstract

The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning tools and concepts.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 114 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Slovenia 1 <1%
Unknown 113 99%

Demographic breakdown

Readers by professional status Count As %
Student > Master 17 15%
Student > Bachelor 12 11%
Student > Ph. D. Student 11 10%
Researcher 10 9%
Professor > Associate Professor 7 6%
Other 35 31%
Unknown 22 19%
Readers by discipline Count As %
Medicine and Dentistry 31 27%
Social Sciences 17 15%
Computer Science 11 10%
Business, Management and Accounting 7 6%
Arts and Humanities 6 5%
Other 19 17%
Unknown 23 20%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 02 May 2016.
All research outputs
#14,176,999
of 22,830,751 outputs
Outputs from BMC Medical Education
#1,945
of 3,322 outputs
Outputs of similar age
#137,128
of 266,939 outputs
Outputs of similar age from BMC Medical Education
#39
of 54 outputs
Altmetric has tracked 22,830,751 research outputs across all sources so far. This one is in the 37th percentile – i.e., 37% of other outputs scored the same or lower than it.
So far Altmetric has tracked 3,322 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.4. This one is in the 41st percentile – i.e., 41% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 266,939 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 48th percentile – i.e., 48% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 54 others from the same source and published within six weeks on either side of this one. This one is in the 27th percentile – i.e., 27% of its contemporaries scored the same or lower than it.