Implementation - Tips for Better Group Cohort, Compliance, Uptake, and PerformanceTips for administrators and program directors for better initial implementation compliance, uptake, and performance using Med-Challenger's institutional education platform.
Med-Challenger's group education platform is used in a variety of academic training settings. It's a powerful, yet easy-to-use education platform through which they can deliver quality training education and assessment to their learners. Administrators and program directors can easily assign, track, and visualize the progress and results related to cohort performance.
But, with any group training program, there are considerations that can help you avoid difficulties in achieving well-received implementation, stronger uptake, and better end results.
- Med-Challenger is the only platform whose content covers all major specialties and levels of practitioner as well as provides e-learning tracking and assessment tools needed to ensure progress, compliance and quality control.
- Typical results include an average increase in exam scores of 14%, improved communication and oversight of trainee education, improved program outcomes, and a general boost to everyone’s ability to do more in less time.
Here are 5 tips for better group implementation success...
1) Consider Hearts and Minds.
Programs that are offering online learning and assessment for the first time ever, implementation will be slightly easier in certain respects. To their learners, everything is new and online assignments and tests are simply part of the program package. There aren't any preceding expections. But many programs are changing the status quo by adding Med-Challenger.
Any seasoned instructor or program director can tell you, there is NO cohort or trainee group that gets happy and excited at the slightest hint of “more to do."
Hey, now we can assign you online work too! (crickets)
Now, you might not be so clumbsy in your implementation announcements, but part of the implementation is hearts and minds.
If your trainees aren't excited or engaged, usage won't grow and neither will your data or outcome control.
Expect some initial pushback.
"Push back" is very natural for already-busy people, however if any new tasks are directly related to improving their practice and opportunities later, the mood often changes.
The bright side outshines the fear.
First, studies have shown that using adaptive learning assessment regularly has a statically significant positive effect on test scores and practice quality.
There is no "extra work" just improved outcomes - on exams and quality of life.
It's the same work, but in a much more flexible, intelligent and convenient way. It's more like an extra benefit.
Stick to your plan.
Over the past 10 years Med-Challenger has been working with training institutions, the programs that REQUIRE or structure ROUTINE use of their online assessment platform see more improvement in exam and practice outcomes then those who don't.
This is professional education. Be a professional.
Personal training outcomes become criteria that can impact whether a resident or graduate wins a better job - at a better place - with better pay. Career aside, adopting an attitude of proactive, long-term education security is part of growing up. Professionals use platform personally for themselves every year. Professional responsibility.
2) Don't go whole-hog. Go bite-size.
What would you say if your instructor casually presented a large, comprehensive course at you and said, "there, now go do it all, chop chop." Yep. Expletives. You can't be careless with your introduction to an already stressed group or you could face a revolt that can slow momentum and jeopardize any results.
Help keep a manageable workload and pace that even the busiest person can handle - with bite-sized, well-defined assignments.
Today, everyone wants to be able to zip in, get it done (from anywhere, anytime), and move on. That's the way people like it. It's easier to handle. With bite-sized consistency, your trainees will cover a lot of content over time and they won't feel overburdened.
Assigning specific topics also allows you to more directly assess specific subject areas adjunct to current rotational training.
3) You have non-linear freedom. Avoid "list mode."
Course contents in Med-Challenger products are usually presented on a screen in some sort of table of contents list. And it's here where some program directors fall victim to "list mode" - that natural urge of attacking a "list" from the top and working, in order, down the list. List mode also pertains to the expectations that completing a list constitutes optimum usage. You can and should break away from that.
With Med-Challenger, you can pick, use, or assign content segments in ANY order on any timeline. You don't have to follow OUR order of subject matter. What comes first is up to you.
You don't have to follow our table of contents, but all the material is always ready to use. You don't have to start at the top and work down. Assign anything, in any order.
You have content authoring and custom exams. You can make anything and follow outcomes (and we'll keep everything up-to-date and working.)
4) Understand what Med-Challenger assessment components are best suited for specific objectives
Challenger provides an assortment of testing components with its platform.
Baseline exams - If you want to try the same 100 Qs on your incoming learners to see how they compare to each other, a Baseline Exam may be most useful.
Board Exam Simulators - Exam simulators are more dynamic, in that your trainees will receive 100 questions from all areas of the course, specifically weighted by area to mimic the content specifications of the actual certification exam by specialty. Trainees will be given a prescription to retry incorrectly-answered Q&A and review related materials automatically.
Section Exams (Section Surveys) - Think of these as a single chapter exam simulator. The Cardiovascular section survey will present a dynamic pull of Q&A from all topics in the Cardiovascular chapter of your course. Prescriptive output occurs here as well.
Board exam simulators and Section Surveys are great tools to use for longitudinal assessment, say, for example, have trainees take a board exam sim on the first day of every month as a general assessment of knowledge. Sure, they won't score well at first, but they'll be getting exposure to new materials along with automatic remediation - and passing "board exam" scores will come sooner than expected.
5) "Fun up" education with 'social gaming' approaches
Challenger gives you several ways to inject "game-style" interaction and competition among your trainees. A little competition can really drive utilization and performance.
Example 1 - Why not assign a content segment and reward the best score(s) on that assignment? Maybe a day-off from clinic work. Maybe a free lunch. There are many way to make the online education results matter more to everyone in general. It's not work...it's who's better.
Example 2 - Assemble your trainees around a screen and go through Med-Challenger Q&A as a form of live “grand round” quiz bowl. This allows live interaction and more opportunity for discussion and learning.
With these tips, the application of Med-Challenger at your program will much more positive and productive.
And, once your trainees see how well they perform on exams over time, they tend to recognize "hey, this stuff works!" and that helps form a lasting, healthy habit of using education and assessment solutions more in their personal practice after graduation.
After all, their practice will demand ongoing self-assessment, MOC, and CME for the long haul - and Med-Challenger can help them then too.
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