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Barriers and solutions to online learning in medical education – an integrative review

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dc.contributor.author O'Doherty, Diane
dc.contributor.author Dromey, Marie
dc.contributor.author Lougheed, Justan
dc.contributor.author Hannigan, Ailish
dc.contributor.author Last, Jason
dc.contributor.author McGrath, Deirdre
dc.date.accessioned 2018-06-13T10:45:01Z
dc.date.available 2018-06-13T10:45:01Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/6896
dc.description peer-reviewed en_US
dc.description.abstract Background: The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. Methods: An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Results: Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. Conclusion: This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning. en_US
dc.language.iso eng en_US
dc.publisher BioMed Central en_US
dc.relation.ispartofseries BMC Medical Education;18:130
dc.subject E-learning en_US
dc.subject online learning en_US
dc.subject medical education en_US
dc.subject medical faculty en_US
dc.subject barriers en_US
dc.subject solutions en_US
dc.title Barriers and solutions to online learning in medical education – an integrative review en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1186/s12909-018-1240-0
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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