How to improve health education e-learning based on leadership, cooperative learning and mentoring

Diogo Miranda, Lung Wen Chao

Research output: Contribution to journalArticle

Abstract

Purpose: We have developed an educational strategy to improve learning and teaching in health education by training medical students with collaborative learning tools. Follow up and study the outcomes in the final scores. Methods: We have selected medical students to work as group leaders on an e-learning health education course. We have developed a training program to improve their cooperative learning and mentoring skills, assigning necessary and suggested activities, and interaction through virtual groups. We have studied the impact of their work on the target population; the outcomes in the final scores; the efficiency of the tools. Results: We have implemented an e-learning course with 354 subscriptions in which 59% of the graduates have had contact with the group leaders (78% of overall). The interaction directly interfered in the final results. Both overall and individually. Conclusion: Having medical students leading the knowledge-transfer process proved to be highly effective. They developed experience in working alongside peers, expanded learning, and health and medical issues. It directly affected the positive outcome scores.
Original languageEnglish
JournalInteractive Learning Environments
Publication statusSubmitted - 2019

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cooperative learning
mentoring
health promotion
electronic learning
medical student
Education
Health
leadership
Students
leader
learning
Group
subscription
knowledge transfer
interaction
training program
Teaching
graduate
contact
efficiency

Cite this

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title = "How to improve health education e-learning based on leadership, cooperative learning and mentoring",
abstract = "Purpose: We have developed an educational strategy to improve learning and teaching in health education by training medical students with collaborative learning tools. Follow up and study the outcomes in the final scores. Methods: We have selected medical students to work as group leaders on an e-learning health education course. We have developed a training program to improve their cooperative learning and mentoring skills, assigning necessary and suggested activities, and interaction through virtual groups. We have studied the impact of their work on the target population; the outcomes in the final scores; the efficiency of the tools. Results: We have implemented an e-learning course with 354 subscriptions in which 59{\%} of the graduates have had contact with the group leaders (78{\%} of overall). The interaction directly interfered in the final results. Both overall and individually. Conclusion: Having medical students leading the knowledge-transfer process proved to be highly effective. They developed experience in working alongside peers, expanded learning, and health and medical issues. It directly affected the positive outcome scores.",
author = "Diogo Miranda and Chao, {Lung Wen}",
year = "2019",
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journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",

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AB - Purpose: We have developed an educational strategy to improve learning and teaching in health education by training medical students with collaborative learning tools. Follow up and study the outcomes in the final scores. Methods: We have selected medical students to work as group leaders on an e-learning health education course. We have developed a training program to improve their cooperative learning and mentoring skills, assigning necessary and suggested activities, and interaction through virtual groups. We have studied the impact of their work on the target population; the outcomes in the final scores; the efficiency of the tools. Results: We have implemented an e-learning course with 354 subscriptions in which 59% of the graduates have had contact with the group leaders (78% of overall). The interaction directly interfered in the final results. Both overall and individually. Conclusion: Having medical students leading the knowledge-transfer process proved to be highly effective. They developed experience in working alongside peers, expanded learning, and health and medical issues. It directly affected the positive outcome scores.

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