Background: Learning management systems (LMSs) have not been explored from an educational design research (EDR) perspective for developing clinical curricula and supporting novice clinical students with self-regulated learning during their early clinical rotations.
Methods: An EDR approach was used to inform a de novo implementation of an LMS during an early clinical rotation of medical students. The EDR consisted of three phases: analysis and exploration; design and construction; and evaluation and reflection. Process and evaluation data (including academic years 2018 and 2019) from two student cohorts (total n = 190, 107 without and 83 with LMS exposure) at one academic teaching hospital were analyzed.
Results: Learning theories and concepts of self-regulated learning were used to develop and implement an LMS clerkship prototype. For design and construction, the maturing prototype design included flipped-classroom elements, in-class activation, voluntary digital self-assessments, and clinical teaching videos. For evaluation and reflection, global satisfaction improvement was significant (from 3.9 to 4.4 on a 5-point Likert scale, p < 0.05). There was a positive evaluation trend for all evaluation items related to learning climate, self-regulated learning, and perceived usefulness of the LMS prototype; however, these changes were not statistically significant. The teaching hospital also improved its ranking after the introduction of the LMS prototype. Nearly all students (94%) used the LMS material. The average number of times the LMS course was accessed per student was 70 (range: 7– 172), and the average duration students spent online was 58 minutes (range: 9– 165).
Conclusion: Our data indicate that using an EDR approach was helpful for systematically introducing an LMS in a clerkship curriculum informed by learning theory. Our evidence-oriented curriculum reform was associated with higher student satisfaction and appeared to support self-regulated learning in the workplace. Further research should explore which elements of an LMS most effectively help to achieve educational outcomes.



中文翻译：

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实施用于培训早期临床学生的开源学习管理系统的课程开发：教育设计研究


背景：学习管理系统（LMS）尚未从教育设计研究（EDR）的角度进行探索，以开发临床课程并支持临床新手在早期临床轮转期间进行自我调节学习。

方法：在医学生早期临床轮转期间，使用 EDR 方法为 LMS 的从头实施提供信息。 EDR 包括三个阶段：分析和探索；设计与施工；以及评价和反思。对来自一家学术教学医院的两个学生群体（总共 n = 190，其中 107 名没有接触过 LMS，83 名接触过 LMS）的过程和评估数据（包括 2018 和 2019 学年）进行了分析。

结果：学习理论和自我调节学习的概念被用来开发和实施 LMS 见习原型。在设计和建造方面，成熟的原型设计包括翻转课堂元素、课堂激活、自愿数字自我评估和临床教学视频。对于评估和反思，总体满意度显着提高（5 点李克特量表中从 3.9 提高到 4.4，p < 0.05）。 LMS原型的学习氛围、自主学习、感知有用性等所有评价项目均呈现积极的评价趋势；然而，这些变化在统计上并不显着。引进 LMS 原型后，该教学医院的排名也有所提高。几乎所有学生 (94%) 都使用了 LMS 材料。每个学生平均访问 LMS 课程的次数为 70 次（范围：7-172），学生平均在线时间为 58 分钟（范围：9-165）。

结论：我们的数据表明，使用 EDR 方法有助于在以学习理论为基础的实习课程中系统地引入 LMS。我们以证据为导向的课程改革与更高的学生满意度相关，并且似乎支持工作场所的自我调节学习。进一步的研究应该探索学习管理系统的哪些要素最有效地帮助实现教育成果。