OBJECTIVES: A new modular teaching programme, housed within a virtual learning environment (VLE) was introduced in Bristol in 2004 to complement the academic training of orthodontic postgraduates. The aims of this study were to evaluate whether its introduction had reduced travel commitments for trainees, reduced demands on academic staff and whether it had any effect on teaching and learning. DESIGN: An investigative mixed methods study designed to collect and analyse verbal and written data. SETTING: The South West Region of the UK. SUBJECTS AND METHODS: Semi-structured interviews and focus groups with nine trainees and 14 trainers were taped and transcribed. Written data were coded and analysed thematically. The qualitative data from interviews and focus groups were complemented with written data from trainee diaries and a limited amount of quantitative data collected from the VLE. CONCLUSIONS: Travel commitments for trainees have reduced as a result of introducing the web-based resource, but not as expected. Demands on academic staff have not reduced but have changed. The resource has had positive effects on postgraduate orthodontic teaching and learning. Important themes of interest emerging from the data are improvements in the flexibility and efficiency of learning and the value of the resource as a repository of information and in the organization of teaching and learning. Despite the popularity of this web based learning resource, trainees continue to value the opportunity to interact face to face with their teachers and peers and are prepared to travel for organized teaching sessions.
OBJECTIVES: A new modular teaching programme, housed within a virtual learning environment (VLE) was introduced in Bristol in 2004 to complement the academic training of orthodontic postgraduates. The aims of this study were to evaluate whether its introduction had reduced travel commitments for trainees, reduced demands on academic staff and whether it had any effect on teaching and learning. DESIGN: An investigative mixed methods study designed to collect and analyse verbal and written data. SETTING: The South West Region of the UK. SUBJECTS AND METHODS: Semi-structured interviews and focus groups with nine trainees and 14 trainers were taped and transcribed. Written data were coded and analysed thematically. The qualitative data from interviews and focus groups were complemented with written data from trainee diaries and a limited amount of quantitative data collected from the VLE. CONCLUSIONS: Travel commitments for trainees have reduced as a result of introducing the web-based resource, but not as expected. Demands on academic staff have not reduced but have changed. The resource has had positive effects on postgraduate orthodontic teaching and learning. Important themes of interest emerging from the data are improvements in the flexibility and efficiency of learning and the value of the resource as a repository of information and in the organization of teaching and learning. Despite the popularity of this web based learning resource, trainees continue to value the opportunity to interact face to face with their teachers and peers and are prepared to travel for organized teaching sessions.