Research article

Improving education in primary care: development of an online curriculum using the blended learning model

Linda Orkin Lewin^1,2 , Mamta Singh^3,4 , Betzi L Bateman^5,6 and Pamela Bligh Glover^7,8

¹  Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA

²  Department of Pediatrics, University of Maryland School of Medicine, Baltimore, Maryland, USA

³  Department of Internal Medicine, MetroHealth Medical Center/Case Western Reserve University School of Medicine, Cleveland, Ohio, USA

⁴  Department of Internal Medicine, Louis Stokes Cleveland Veterans Administration Hospital/Case Western Reserve University School of Medicine, Cleveland, Ohio, USA

⁵  Primary Care Track Program, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA

⁶  Department of Educational Foundations and Special Services, School of Lifespan Development and Educational Services, Kent State University, Kent, Ohio, USA

⁷  Primary Care Track Program, Case Western Reserve University School of Medicine, Cleveland, Ohio, USA

⁸  Current address: Macromolecular Science & Engineering, Case Western Reserve University School of Engineering, Cleveland, Ohio, USA

author email corresponding author email

BMC Medical Education 2009, 9:33doi:10.1186/1472-6920-9-33

Published:	10 June 2009

Abstract

Background

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles.

Methods

This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum webcite. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course.

Results

Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam.

Conclusion

Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.