These are tips for program directors on how to achieve better learner start-up, uptake, and performance outcomes using Med-Challenger's group education platform at their institutions.
Med-Challenger's group education platform is used in a variety of academic training settings.
With Med-Challenger, medical residencies and other training programs have a powerful, yet easy-to-use education platform through which they can deliver quality training education and assessment to their learners. Program or education directors can easily assign, track, and visualize progress and results related to trainee performance and areas of concern.
Considering Med-Challenger is the only platform whose content covers all major specialties and levels of practitioner as well as provides the tracking and assessment tools needed to ensure progress, compliance and quality control, it's no wonder our new and returning customer base continues to grow.
Typical results include an average increase in exam scores of 14%, improved communication and oversight of trainee education, performance and uptake compliance, as well as, a general boost to everyone’s ability to do more in less time.
But, with any group training program, there are considerations that can help you avoid difficulties in achieving well-received implementation, stronger uptake, and better end results.
Here are 5 considerations (tips) for improved group training success...
1) Initial pushback: The "it's just more to do" argument
Any instructor or program director can tell you, there is NO busy resident or trainee group that gets happy and excited at the slightest hint of “more to do” – even if that new activity does indeed help them see more clinical cases, know more, and improve exam scores and other performance measures. Fact is, these training outcomes become criteria that can impact whether a resident or graduate wins a better job - at a better place - with better pay.
Plus, educators managing multiple trainee groups need time-saving validation and tracking systems. If your trainees aren't excited or engaged, usage won't grow and neither will your data or outcome control.
"Push back" is very natural for already-busy people, however if any new tasks are directly related to improving their practice and opportunities later, the mood often changes.
In fact, studies have shown that using online Q&A regularly has a statically significant positive effect on test scores and practice quality.* Med-Challenger is not "extra work." It's an extra benefit.
Over the past 10 years Med-Challenger has been working with training institutions, the programs that REQUIRE or structure ROUTINE use of their online assessment platform see more improvement in exam and practice outcomes then those who don't.
2) Don't go whole-hog. Go bite-size.
What would you say if your instructor casually presented a large, comprehensive course at you and said, "there, now go do it all, chop chop." Yep. Expletives. You can't be careless with your introduction to an already stressed group or you could face a revolt that can slow momentum and jeopardize any results.
Help keep a manageable workload and pace that even the busiest person can handle - with bite-sized, well-defined assignments.
Today, everyone wants to be able to zip in, get it done (from anywhere, anytime), and move on. That's the way people like it. It's easier to handle. With bite-sized consistency, your trainees will cover a lot of content over time and they won't feel overburdened.
Assigning specific topics also allows you to more directly assess specific subject areas adjunct to current rotational training.
3) You have non-linear freedom. Avoid "list mode."
Course contents in Med-Challenger products are usually presented on a screen in some sort of table of contents list. And it's here where some program directors fall victim to "list mode" - that natural urge of attacking a "list" from the top and working, in order, down the list. Break away from that.
With Med-Challenger, you can pick, use, or assign content segments in ANY order on any timeline. You don't have to follow OUR order of subject matter. What comes first is up to you.
If you assign Cardiovascular Disorders, that's what your trainees will be directed to via assignment email notifications - no matter where that chapter falls in our table of contents. You don't have to start at the top and work down. Assign anything, in any order.
4) Understand what Med-Challenger assessment components are best suited for specific objectives
Challenger provides an assortment of testing components with its platform.
Baseline exams - If you want to try the same 100 Qs on your incoming learners to see how they compare to each other, a Baseline Exam may be most useful.
Board Exam Simulators - Exam simulators are more dynamic, in that your trainees will receive 100 questions from all areas of the course, specifically weighted by area to mimic the content specifications of the actual certification exam by specialty. Trainees will be given a prescription to retry incorrectly-answered Q&A and review related materials automatically.
Section Exams (Section Surveys) - Think of these as a single chapter exam simulator. The Cardiovascular section survey will present a dynamic pull of Q&A from all topics in the Cardiovascular chapter of your course. Prescriptive output occurs here as well.
Board exam simulators and Section Surveys are great tools to use for longitudinal assessment, say, for example, have trainees take a board exam sim on the first day of every month as a general assessment of knowledge. Sure, they won't score well at first, but they'll be getting exposure to new materials along with automatic remediation - and passing "board exam" scores will come sooner than expected.
5) "Fun up" education with 'social gaming' approaches
Challenger gives you several ways to inject "game-style" interaction and competition among your trainees. A little competition can really drive utilization and performance.
Example 1 - Why not assign a content segment and reward the best score(s) on that assignment? Maybe a day-off from clinic work. Maybe a free lunch. There are many way to make the online education results matter more to everyone in general. It's not work...it's who's better.
Example 2 - Assemble your trainees around a screen and go through Med-Challenger Q&A as a form of live “grand round” quiz bowl. This allows live interaction and more opportunity for discussion and learning.
With these tips, the application of Med-Challenger at your program will much more positive and productive.
And, once your trainees see how well they perform on exams over time, they tend to recognize "hey, this stuff works!" and that helps form a lasting, healthy habit of using education and assessment solutions more in their personal practice after graduation. After all, their practice will demand ongoing self-assessment, MOC, and CME for the long haul - and Med-Challenger can help them then too.
For more information about Med-Challenger Group Education programs for Academic Training, email firstname.lastname@example.org or call 1-800-676-0822 (option 1).
Med-Challenger has similar programs available for group practices seeking education and quality control as well.