Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools.
BACKGROUND
The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools.


METHODS
A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means.


RESULTS
The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties.


CONCLUSIONS
While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning tools and concepts.
Department of Traumatology and Orthopedics, Bundeswehr Hospital, Scharnhorststrasse 13, 10115, Berlin, Germany. david.back@charite.de.|Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany. david.back@charite.de.
David Alexander
DA
Back
Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany. florian.behringer@charite.de.
Florian
F
Behringer
Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany. tina.harms@charite.de.
Tina
T
Harms
Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany. joachim.plener@charite.de.
Joachim
J
Plener
Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany. kai.sostmann@charite.de.
Kai
K
Sostmann
Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany. harm.peters@charite.de.
Harm
H
Peters
D001317:Austria; D003194:Computer-Assisted Instruction / Q000379:methods; D005180:Faculty, Medical; D005858:Germany; D006801:Humans; D015397:Program Evaluation; D012577:Schools, Medical; D011795:Surveys and Questionnaires; D013557:Switzerland