Where Theres a Will Theres a Way Developing

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“Where There’s a Will, There’s a Way: ” Developing E-learning From the Perspective of

“Where There’s a Will, There’s a Way: ” Developing E-learning From the Perspective of Two Generalists Audrey Kuntz, Ed. D, RN Vanderbilt University Medical Center Jim Bills, Ed. D Vanderbilt University School of Medicine

Overview I. Why We Did It II. Planning/Execution III. Obstacles IV. Resulting Product -

Overview I. Why We Did It II. Planning/Execution III. Obstacles IV. Resulting Product - Both good and not-so-good V. Lessons Learned

I. Why We Did It (Our Task) - Create an e-learning seminar for grant

I. Why We Did It (Our Task) - Create an e-learning seminar for grant trainees - Develop content based upon grant objectives - Tailor it to a wide range of roles/capabilities - Disseminate it via the most effective method

II. Planning/Execution n n Committee developed individual lesson objectives for each of four modules

II. Planning/Execution n n Committee developed individual lesson objectives for each of four modules Observed almost 100 real-world PACU handoffs, resulting in 10 scripted scenarios Selected a developer friendly software application and SCORM compliant. Utilized one of two university-subscribed LMSs to deliver content.

III. Obstacles n n n Learners’ wide range of experience and education levels (one

III. Obstacles n n n Learners’ wide range of experience and education levels (one size had to fit all) Wide variety of workstations, many with unique software, browsers, and capabilities Learners had limited free time to view the required lesson prior to training sessions Host LMS minimally familiar with chosen software and functionality Volume of LMS and house-wide usage affected stability LMS severed switch of lesson location

IV. Results n A four-module multimedia e-learning course which provided: q q q The

IV. Results n A four-module multimedia e-learning course which provided: q q q The greatest flexibility for learners’ time via use of bookmarking feature Utilization of “forcing” function to ensure completion of all module components before moving to next module Tracking of time and completion of individual learners as well as generation of global reports

V. Lessons Learned -Positive Featuresn Relevance to PACU communication issues

V. Lessons Learned -Positive Featuresn Relevance to PACU communication issues

V. Lessons Learned -Positive Featuresn Flexibility in being able to review/complete the modules as

V. Lessons Learned -Positive Featuresn Flexibility in being able to review/complete the modules as time permitted

V. Lessons Learned -Positive Features- The value of teaching roles / responsibilities

V. Lessons Learned -Positive Features- The value of teaching roles / responsibilities

V. Lessons Learned -Positive Features- Realism of videotaped vignettes

V. Lessons Learned -Positive Features- Realism of videotaped vignettes

V. Lessons Learned - Not so positiven n n Firewalls on workstations impeded viewing

V. Lessons Learned - Not so positiven n n Firewalls on workstations impeded viewing Total length of four modules (45 minutes) Lag between problems being identified, troubleshooting and resolution

V. Lessons Learned - Not so positiven n Firewalls on workstations impede viewing Total

V. Lessons Learned - Not so positiven n Firewalls on workstations impede viewing Total length of four modules (45 minutes) Lag between problems being identified, troubleshooting and resolution Organization’s clinical and administration workstation fleet in different life stages – No central overseer of functionality

Summary n Keep lessons short Choose an authoring platform that is easy to use

Summary n Keep lessons short Choose an authoring platform that is easy to use and complex enough to provide interaction with the learner Evaluate relative merits of software/LMS interfaces Be prepared to learn as you go regarding limitations in computer workstations “Test, test” n Be prepared to learn! n n

Acknowledgments n To the Agency for Healthcare Research and Quality for its generous funding

Acknowledgments n To the Agency for Healthcare Research and Quality for its generous funding of STRAIT n To Matt Weinger, MD, Principle Investigator of “Simulation Training for Rapid Assessment and Improved Teamwork (STRAIT)” Grant n To Buz Harrison, videographer and editor extraordinaire

Questions? Please contact: audrey. kuntz@vanderbilt. edu or jim. bills@vanderbilt. edu

Questions? Please contact: audrey. kuntz@vanderbilt. edu or jim. bills@vanderbilt. edu