Traditional Foundations Training vs. Online Modular Education Methods

This essay provides a comparative analysis of traditional foundations training and online modular education methods in the context of general medical care. It explores the purpose of traditional programs, which is to ensure doctors are effective in delivering procedures and providing patient treatme...Read More

Running head: GENERAL MEDICAL CARE
TOPIC: GENERAL MEDICAL CARE
Name of the Student:
Name of the University:
Author Note:

1GENERAL MEDICAL CARE
The following essay focusses on the differences between the tradition foundations training
and its implemented methods as well as online modular education methods.
Purpose – According to traditional foundation programs, the main purpose is to
ensure that doctors are effective in the deliver procedures and show effective treatment
towards the patient. Proper supervision and management will enhance their professional
and clinical skills for being ready for general practice training.
Whereas, the main purpose of online modular courses on the other hand is
repurposing of content for creation of new resources and to properly align their pedagogy
with the needs of the learners. A robust compendium inclusive of the assessment and
structural materials is formed which allow teachers to concentrate on the performance of
the learner and not simply on knowledge acquisition (Ramaswamy et al. 2015).
Governance and strategic support- The governance strategies of traditional foundation
programs show that the doctors should exhibit integrity and honesty while designing,
organizing various works. Moreover, it is compulsory to check the insurance or indemnity
so that the patients will not be in disadvantage when they claim the clinical care which has
been provided to them in UK thus strategically supporting the patients in need.
On the other hand online module learning involves a long term governance and a
strategy. The first step is planning where various articles are written for planning whom to
include in educational planning through various interactive sessions through online
seminars, conferences (Picciano 2015). Governance regarding the use of website and
online study materials is required for online courses.
Program of learning – According to traditional programs, every clinical experience
reflects the strong interaction between the trainer and founder doctor through various
supervised learning events or SLEs. Moreover, practice based learning programs are

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encouraged which are included by regular feedbacks and rejections during practice based
assessment. Learning programs focus on the ability to take responsibility and work within
the limitations of their competence.
Online modular training include e-Portfolios where the progress of a training doctor
and the therapeutic relationship is recorded over the past years.
Program of assessment-For traditional methods programs of assessments include
reporting of performance towards the need of placement by clinical supervisor for
checking the trainees progress similar reports are also required by the educational
supervisor and assessment of the team behavior is also made and performance of the
procedural capabilities is also assessed. An assessment survey is conducted for
construction of e learning module using a pre-test, post-test along with a feedback
questionnaire (Williams 2014). For online education through module e-portfolio is a
measure of recording the feedback and assessment of the trainees.
Quality assurance and improvement - For traditional foundation training, there is a
quality control system which approves the various deaneries and foundation schools for
foundation training. Moreover, it helps in maintaining an evidence based information and
checks whether the foundation training is in alignment with postgraduate and
undergraduate institutions. Improvements involve the increases in healthy interaction
between the doctor and the patient.
On the other hand quality assurance strategies is to increases the policy at national as
well as institutional levels, development of potential resources and finally building the
capacity of individuals as well as institutions in implementing the quality assurance
(Mishra and Kanwar 2015). Improvements can be made in the accessibility of the online
materials.

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References
Mishra, S. and Kanwar, A., 2015. Quality assurance for open educational resources. MOOCs
and open education around the world, p.119.
Picciano, A.G., 2015. Planning for Online Education: A Systems Model. Online
Learning, 19(5), pp.142-158.
Ramaswamy, R., Leipzig, R.M., Howe, C.L., Sauvigne, K., Usiak, C. and Soriano, R.P.,
2015. The Portal of Geriatrics Online Education: A 21st‐Century Resource for Teaching
Geriatrics. Journal of the American Geriatrics Society, 63(2), pp.335-340.
Williams, J.G., 2014. Are online learning modules an effective way to deliver hand trauma
management continuing medical education to emergency physicians?. Plastic Surgery, 22(2),
pp.75-78.