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Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey

Lim HM 1 , Ng CJ 1 , Teo CH 1 , Lee PY 2 , Kassim PSJ 2 , Nasharuddin NA 3 Show all authors , Yong PVC 4 , Sellappans R 5 , Yap WH 4 , Lee YK 1 , Abu Hassan ZF 6 , Krishnan K 7 , Ghazali SS 2 , Idris F 8 , Hassan N 9 , Ayub E 9 , Konstantinidis S 10 , Taylor M 10 , Poussa C 10 , Karlgren K 11 , Stathakarou N 11 , Mordt P 12 , Nilsen AT 12 , Wharrad H 10

Affiliations 

  • 1 Faculty of Medicine, Department of Primary Care Medicine, University Malaya, Kuala Lumpur, Malaysia
  • 2 Faculty of Medicine and Health Sciences, Department of Family Medicine, Universiti Putra Malaysia, Serdang, Malaysia
  • 3 Faculty of Computer Science and Information Technology, Department of Multimedia, Universiti Putra Malaysia, Serdang, Malaysia
  • 4 Faculty of Health & Medical Sciences, School of Biosciences, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 5 Faculty of Health & Medical Sciences, School of Pharmacy, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 6 Faculty of Built Environment, Department of Building Surveying, University Malaya, Kuala Lumpur, Malaysia
  • 7 Faculty of Medicine, Medical Research and Development Unit, University Malaya, Kuala Lumpur, Malaysia
  • 8 Faculty of Medicine and Health Sciences, Department of Pathology, Universiti Putra Malaysia, Serdang, Malaysia
  • 9 E-Learning Academy, INTELLECT, Taylor's University, Subang Jaya, Selangor, Malaysia
  • 10 School of Health Sciences, University of Nottingham, Nottingham, England
  • 11 Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Solna, Sweden
  • 12 NettOp, Department of E-Learning Development, University of Stavanger, Stavanger, Norway
PLoS One, 2021;16(6):e0253471.
PMID: 34166432 DOI: 10.1371/journal.pone.0253471

Abstract

BACKGROUND: Engaging students in the e-learning development process enhances the effective implementation of e-learning, however, students' priority on the topics for e-learning may differ from that of the educators. This study aims to compare the differences between the students and their educators in prioritising the topics in three healthcare curricula for reusable e-learning object (RLO) development.

METHOD: A modified Delphi study was conducted among students and educators from University Malaya (UM), Universiti Putra Malaysia (UPM) and Taylor's University (TU) on three undergraduate programmes. In Round 1, participants were asked to select the topics from the respective syllabi to be developed into RLOs. Priority ranking was determined by using frequencies and proportions. The first quartile of the prioritised topics was included in Round 2 survey, which the participants were asked to rate the level of priority of each topic using a 5-point Likert scale. The mean score of the topics was compared between students and educators.

RESULT: A total of 43 educators and 377 students participated in this study. For UM and TU Pharmacy, there was a mismatch in the prioritised topics between the students and educators. For UPM, both the educators and students have prioritised the same topics in both rounds. To harmonise the prioritisation of topics between students and educators for UM and TU Pharmacy, the topics with a higher mean score by both the students and educators were prioritised.

CONCLUSION: The mismatch in prioritised topics between students and educators uncovered factors that might influence the prioritisation process. This study highlighted the importance of conducting needs assessment at the beginning of eLearning resources development.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.

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