Development of and First Experiences with a Framework (EASI) for Options and Implementation Opportunities for Online Clinical and Communication Skills Learning

Vishna Devi Nadarajah; Chew Fei Sow; Sharifah Sulaiha Syed Aznal; Adam Montagu; Katharine Boursicot; Hui Meng Er

doi:10.1177/2382120520970894

Development of and First Experiences with a Framework (EASI) for Options and Implementation Opportunities for Online Clinical and Communication Skills Learning

J Med Educ Curric Dev. 2020 Nov 19:7:2382120520970894. doi: 10.1177/2382120520970894. eCollection 2020 Jan-Dec.

Authors

Vishna Devi Nadarajah¹, Chew Fei Sow², Sharifah Sulaiha Syed Aznal³, Adam Montagu⁴, Katharine Boursicot⁵, Hui Meng Er⁶

Affiliations

¹ Education and Institutional Development, International Medical University, Kuala Lumpur, Malaysia.
² Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia.
³ Department of Obstetrics and Gynecology, Faculty of Medicine, International Medical University, Kuala Lumpur, Malaysia.
⁴ Adelaide Health Simulation, University of Adelaide, Adelaide, Australia.
⁵ Assessment & Progression, Duke-NUS Medical School, Singapore.
⁶ Teaching and Learning, International Medical University, Kuala Lumpur, Malaysia.

Abstract

A preparatory framework called EASI (Evaluate, Align, Student-centred, Implement and Improve) was developed with the aim of creating awareness about interim options and implementation opportunities for online Clinical and Communication Skills (CCS) learning. The framework, when applied requires faculty to evaluate current resources, align sessions to learning outcomes with student-centred approaches and to continuously improve based on implementation experiences. Using the framework, we were able to generate various types of online CCS learning sessions for implementation in a short period of time due to the recent Covid-19 pandemic. Importantly we learnt a few lessons post-implementation from both students and faculty perspective that will be used for planning and delivery of future sessions. In summary, the framework was useful for creating or redesigning CCS sessions which were disrupted during the pandemic, however post-implementation experience suggests the framework can also be used for future solutions in online CCS learning as healthcare systems and delivery are increasingly decentralised and widely distributed.

Keywords: Online learning; online clinical and communication skills; preparatory framework.