Research aims: Evaluate the role and educational value of web-based technology for the delivery and assessment of a post-graduate nuclear medicine programme. Develop a blended learning approach and asynchronous peer sup- port methods for students, promoting critical evaluation and cognitive thinking skills.
Methods: A scoping team was created to evaluate traditional learning and assessment approaches utilised within the nuclear medicine programme. Consultation with professional bodies and industry representatives was included in the evaluation. Strategic planning and student representation identified core web-based learn- ing resources available to support educational delivery, communication and assessments.
Results: Initial evaluations indicate a shift in delivery methodologies, with greater focus on clinical scenarios and experiential/enquiry based learning. New delivery models demonstrate the value of relating learning to ‘real’ clinical situations. Student feedback indicated a willingness to interact with an asynchronous learning environment and engage with web-based resources. Web- based assessments also offers advantages for students who are places a large geographical distance from the academic institute.
Conclusion: Mapping students learning outcomes has become more intrinsically linked with professional roles and responsibilities. The use of web-based resources has enabled academic staff to further develop learning and assessment approaches, enhancing students application of knowledge and practice skills to clinical practice.