E-FREN: E-LEARNING SYSTEM FOR MANAGEMENT OF EVIDENCE IN NEPHROLOGY

This paper describes an e-learning system called E-FREN whose aim is to meet nephrologists training needs and provide a continuous task for the tutor responsible to train medical residents in Spain. Nephrology in Spain was developed in the last 25 years and the first generations are between 50 and 60 years old. This group of specialists is dispersed throughout the Spanish territory and e-fren has helped to add this knowledge and facilitate its transfer to new generations. For the first issue ten experts in nephrology developed E-FREN contents including: a master class in video synchronized with the class slides, study cases, a case for resolution, and an assessment questionnaire. E-learning experts put these contents into internet format, show them in an integrated way and developed a toll for tutors to monitoring the student’s progress. Specific goals of E-FREN system include: (a) Visualize and transfer the expert’s knowledge to Nephrologists residents, (b) Broaden the learning experience to the specialist being trained by sharing the learning process between several hospitals, (c) Complement the tutor task and increase the tutorial efficiency by doing more with less effort, and (d) Focus in the scope of experience, transmitting more and better knowledge in Nephrology and its skills (Dialysis and transplant). Before delivering, a test was conducted to detect any navigation and technical problems. Participants (20) were asked about their perception of E-FREN system features using a semantic differential rating scale. The results show that 90% considered relevant the site images to content and site content. For 65% of users was clear navigate through the site, the page layout and organization, the name and label of links, and the overall ease of use. Most of the users (75%) considered that was easy to complete course activities, add and respond comments in forums, answer questionnaires, and view the own progress and the help information. The 65% considered the site was inviting to use and 70% would absolutely recommended it to a colleague. Fifty two students have participated in two editions. (April 2009 to March 2010). For them the quantity and quality of content are still highly valued (90% agree that they are quality and 85% that they are suitable for the course schedule). Most also agree that the time for each topic is adequate. The first edition was the pilot group with 12 students, with a dropout rate of 75%. The second edition was a group of 50 students, with a dropout rate of 4%. The average completion rate by topic for the second edition was 62% and the final grade average was 8.5 / 10. We conclude that the objectives of integration and transfer of knowledge in nephrology for the new generation is in full compliance, with a high level of quality both in content and knowledge sharing, plus a high level of participation.