1. Developing, applying and learning from
an online postgraduate programme in
International Primary Health Care
Petra Boynton
Teaching and Professional Development Unit
Division of Medical Education
University College London
p.boynton@ucl.ac.uk

2. Who are our students?
 General (Family) Practitioners
 Nurses
 Pharmacists
 Community health workers
 Psychotherapists/counsellors
 OTs and physiotherapists
 Opticians
 Social scientists with an interest in
primary care

3. Where are our students from?

5. “Dear Professor Marcia,
Please allow me to thank you for […].
Please Prof. we are not at the same level and this type of
learning is totally new to people like me. I have all
along been subjected to the old way of learning what we
call cramming the knowledge, memorize and pour on paper
during exams and then pass or fail. Such type of
learning tests only knowledge and not skills and
attitudes. Therefore ------- University uses the old
methods of 1900s. I shall try to catch up and to keep
in step with the university - UCL- requirements. I have
purchased a modem, I have internet now in my house and
I will be working after work and minimize working in
office and in [internet] cafés.
God bless you Marcia,
X----”

6. “This type of learning…totally new”
 Constructivist (students generate
knowledge in tutor-facilitated
groups)
 Problem-based and/or applied
 Technology-supported
 Expects and rewards advanced study
skills
 Reflection and scholarly critique
valued over reproduction of facts

7. Opportunities for e-learning
Internationally
 Time/resource saving
 Can be cheaper than other teaching methods
 Packages tailored to suit student need(s)
 Regular tutor support
 Opportunities for networking, capacity building,
creating communities of practice
 Materials easily available
 Chance to learn new skills/enhance existing ones
 Opportunity to share experiences and teach each
other
 Move beyond ‘local’ knowledge
 Chance to reflect on neglected health issues

8. Threats to learning
 Past learning experiences/ where students are ‘coming
from’
 Student life events
 Communication competence
 ‘Generalisable’ versus ‘localised’ knowledge
 Time to study/time management
 Internet access/connectivity
 Funding issues and ‘hidden cost’
 Confidence, pride and ‘losing face’
 New technology + new learning
 Need dedicated course team
 Not just ‘putting a regular course on the web’
 Tendency to avoid focusing on wider social/cultural factors

9. How staff and students have benefited
from a critical approach to online learning
 Encourage critical thinking
 Broaden student outlook
 Make materials and resources more
easily available
 Link practitioners locally, nationally
and internationally
 Build confidence, pride and skills

10. Thanks for your attention!