Quality Criteria for Online Modules

A fantastic resource for faculty and staff who are creating online modules came across my radar recently, Defining quality criteria for online continuing medical education modules using modified nominal group technique. Medical educators worked together to identify the most important criteria for an online module to be high quality. The resulting list can be used to guide module development or to assess the quality of modules already created, especially for accreditation.

What I like most about this list is that it identifies important practices for excellent online learning that can easily be forgotten when we create online modules. For instance, the first criteria for identifying high-quality online modules is "Allows user to learn at own pace, within reasonable completion timelines, and to review previously completed material as needed." It may seem obvious, but learners get very frustrated when this basic functionality is not included.

The other sixteen criteria are less obvious, such as "Cites the best available evidence, such as clinical practice guidelines, and provides links to these sources where possible" and "Cites the best available evidence, such as clinical practice guidelines, and provides links to these sources where possible".

The article is available through U of M Libraries and Academic Search Premier.

Full citation: Shortt S, Guillemette J, Duncan A, Kirby F. Defining quality criteria for online continuing medical education modules using modified nominal group technique. Journal Of Continuing Education In The Health Professions [serial online]. Fall2010 2010;30(4):246-250.

About this Entry

This page contains a single entry by Amanda Rondeau published on October 17, 2012 3:38 PM.

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Quality Matters at the University of Minnesota - Update for Fall 2012 is the next entry in this blog.

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