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J. Kieck1, S. Cunningham1, A. Ager1, R. Lowe1, T. Van Der Stockt1, T. Lowe1
1Physiopedia, London, United Kingdom
Background: Alongside technological advances and changes to learning preferences, clinicians are turning towards online resources for their continuing professional development (CPD). Since 2015, Plus, the e-learning platform for Physiopedia, has been providing online content for rehabilitation professionals, while working collaboratively with clinical subject matter experts (SMEs) from around the world to create online courses.
Although SMEs have a desire to share their knowledge with the rehabilitation community, barriers to online content development of courses have been identified. There is a need for a mentorship process to facilitate the knowledge-translation from SMEs, through video creation, for online courses.
Although SMEs have a desire to share their knowledge with the rehabilitation community, barriers to online content development of courses have been identified. There is a need for a mentorship process to facilitate the knowledge-translation from SMEs, through video creation, for online courses.
Purpose: The purpose of this project was to develop guidelines for a mentorship process, including a best-practices checklist, for clinical SMEs to facilitate the creation of high-quality instructional course videos. This will ultimately ensure an effective knowledge-translation process through the e-learning platform, Plus.
Methods: Through a collaborative discussion, the Plus Team identified two key barriers to the online course development process for SMEs. The first being an uncertainty regarding the use of video recording technology, and the second a lack of knowledge regarding best practices for recording instructional course videos.
Plus began implementing a mentorship programme for the purpose of guiding SMEs with virtual presentations and technological guidelines. The aim was to improve the video quality of online courses on the Plus e-learning platform. The mentorship process included individual virtual meetings with the SME, the development of an Instructor Handbook, which outlined video and audio quality parameters, the overall visual presentation of the video, as well as providing a video production checklist of best practices. An important step in the process was the recording of a test video which allowed the Mentorship Team to provide feedback and assistance to the SME via email communications and virtual meetings.
Plus began implementing a mentorship programme for the purpose of guiding SMEs with virtual presentations and technological guidelines. The aim was to improve the video quality of online courses on the Plus e-learning platform. The mentorship process included individual virtual meetings with the SME, the development of an Instructor Handbook, which outlined video and audio quality parameters, the overall visual presentation of the video, as well as providing a video production checklist of best practices. An important step in the process was the recording of a test video which allowed the Mentorship Team to provide feedback and assistance to the SME via email communications and virtual meetings.
Results: During a one year period, from June 2021 to May 2022, 45 SMEs from 10 countries underwent the mentorship process with the Plus Team. 199 high-quality instructional course videos were produced.
The overall quality of videos received from instructors improved substantially. The qualitative feedback on the mentoring process from SMEs was gathered through instructor reflections and was predominantly positive. The course testimonials from knowledge-users were also positive and encouraging.
The overall quality of videos received from instructors improved substantially. The qualitative feedback on the mentoring process from SMEs was gathered through instructor reflections and was predominantly positive. The course testimonials from knowledge-users were also positive and encouraging.
Conclusions: The development of a best-practice checklist, an Instructor Handbook, as well as a detailed, remote mentorship programme improved video quality from SMEs for online courses and learning. The visual and technological improvements of the instructional course videos ultimately afford enhanced knowledge translation for the global rehabilitation community.
Implications: Online education provided by global SMEs incorporates diverse perspectives, promotes communication and collaboration across cultures and countries, and optimises interdisciplinary knowledge to address the promotion of rehabilitation. High-quality course videos facilitate a positive learning experience and increase the engagement for online learning of rehabilitation professionals globally.
Funding acknowledgements:
Funded by the support of the American people through the United States Agency for International Development (USAID) through ReLAB-HS.
Keywords:
Online learning
Knowledge translation
Video presentation
Online learning
Knowledge translation
Video presentation
Topics:
Education: continuing professional development
Research methodology, knowledge translation & implementation science
Education: methods of teaching & learning
Education: continuing professional development
Research methodology, knowledge translation & implementation science
Education: methods of teaching & learning
Did this work require ethics approval? No
Reason: No ethical approval was required for this quantitative work.
All authors, affiliations and abstracts have been published as submitted.
