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Developing, applying and learning from an online postgraduate programme in International
Primary Health Care
Petra Boynton
Teaching and Professional Development UnitDivision of Medical Education
University College [email protected]
Who are our students? General (Family) Practitioners Nurses Pharmacists Community health workers Psychotherapists/counsellors OTs and physiotherapists Opticians Social scientists with an interest in
primary care
Where are our students from?
“Dear Professor Marcia, Please allow me to thank you for […]. Please Prof. we are not at the same level and this type of
learning is totally new to people like me. I have all along been subjected to the old way of learning what we call cramming the knowledge, memorize and pour on paper during exams and then pass or fail. Such type of learning tests only knowledge and not skills and attitudes. Therefore ------- University uses the old methods of 1900s. I shall try to catch up and to keep in step with the university - UCL- requirements. I have purchased a modem, I have internet now in my house and I will be working after work and minimize working in office and in [internet] cafés.
God bless you Marcia,
X----”
“This type of learning…totally new”
Constructivist (students generate knowledge in tutor-facilitated groups)
Problem-based and/or applied Technology-supported Expects and rewards advanced study
skills Reflection and scholarly critique
valued over reproduction of facts
Opportunities for e-learning Internationally
Time/resource saving Can be cheaper than other teaching methods Packages tailored to suit student need(s) Regular tutor support Opportunities for networking, capacity building,
creating communities of practice Materials easily available Chance to learn new skills/enhance existing ones Opportunity to share experiences and teach each
other Move beyond ‘local’ knowledge Chance to reflect on neglected health issues
Threats to learning
Past learning experiences/ where students are ‘coming from’
Student life events Communication competence ‘Generalisable’ versus ‘localised’ knowledge Time to study/time management Internet access/connectivity Funding issues and ‘hidden cost’ Confidence, pride and ‘losing face’ New technology + new learning Need dedicated course team Not just ‘putting a regular course on the web’ Tendency to avoid focusing on wider social/cultural factors
How staff and students have benefited from a critical approach
to online learning Encourage critical thinking Broaden student outlook Make materials and resources more
easily available Link practitioners locally, nationally
and internationally Build confidence, pride and skills
Thanks for your attention!
