![]() ![]() Many expressed concern about the time commitment to learning the system or a new interface. A small minority (2) of faculty expressed interest in creating new Sharable Content Object Reference Model (SCORM) modules. The majority (8) also felt they would be interested in creating quizzes to quantify learning success. Several eLMSs were investigated and are discussed below.Īll of the 12 faculty interviewed felt their initial primary use would be as a repository for previously prepared content such as presentation files, important primary literature reprints, and recorded surgical and lecture videos. We also considered licensing potential and research opportunities. We investigated various options with consideration to expandability, cost, ease of implementation, maintenance issues, reliability, accessibility for users, content generation scheme and user experience. To these ends, our residency program desired to implement an electronic learning management system (eLMS) to consolidate external electronic educational resources, host internal electronic education resources and provide a space for developing new online learning content. In addition, the ability to leverage online and off-campus learning modalities in place of traditional lectures is an exciting, dynamic method of augmentation to face-to-face teaching time. Studies have demonstrated that non-traditional didactics can provide space for more effective learning for ophthalmology residents. Traditional faculty-generated didactic content and internally produced learning materials are an important part of any training program’s education goals. ![]() As educators, we encourage utilization of electronic learning resources. Ophthalmology textbooks and most primary literature sources are now available in digital format and high quality online learning modules and surgical videos are proliferating. Consideration of the specific needs of a program is paramount to choosing a cost effective solution that will be well received.Īn increasing number of electronic education resources are becoming available for trainees in Ophthalmology. We present many customizations that increased success. Resident satisfaction is high and faculty utilization has been increasing. Our solution has been both cost-effective and successful. Resultsįaculty were interviewed to determine features they would find useful in curriculum management system and then various systems were investigated for features, cost and ease of use. As our residency program in Ophthalmology looked to consolidate our electronic resources and update our education methods, we evaluated and built an electronic learning management platform. A multitude of electronic learning management systems are available to help organize and serve this content though never with small residency programs as the target userbase. This content can augment and improve our teaching methods but can be difficult to consolidate and present. Medical educators, residents and administrators have increasing access to a large quantity of electronic resources. ![]()
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