NEJM Knowledge+ Question of the Week: A Novel Virtual Learning Community Effectively Utilizing an Online Discussion Forum

Abstract

Objectives: Asynchronous virtual learning communities provide learners with the ability to enhance their learning and contribute to their peers’ learning in a safe environment. However, the tone and content of learner comments, the level of engagement among learners, and the role of moderators have not been well studied within non-course-related virtual learning communities. Therefore, we sought to explore these characteristics using the NEJM Knowledge+ Question of the Week (NEJM Knowledge+ QoW) forum, a web-based asynchronous virtual learning community.

Methods: We reviewed 73 NEJM Knowledge+ questions posted on the QoW forum between 2015 and 2016. We then selected three QoWs to analyze through a multistep coding process based on three broad criteria that aligned with our study aims.

Results: Learner comments reflected both positive and critical tones, with learners sharing their own clinical practice and local experiences to contextualize their perspectives and reactions to both the QoW answer and the responses of other learners. Learners also commonly requested moderators to act as expert referees.

Conclusion: Asynchronous virtual learning communities can engage learners by providing the opportunity to enhance their knowledge through responding to proposed medical scenarios and sharing their experiences in a discussion forum. Future work should examine the impact that geographic region has on asynchronous virtual learning communities and the role of moderators in shaping the learning experience.

Acknowledgments

The authors of this study would like to acknowledge Lisa Liang Philpotts, BSN, MSLS for her focused search of the literature.

Disclosure statement

Drs. Healy, Hamnvik, and Phitayakorn each receive partial stipends from the NEJM Group. Ms. Tomeo Ryan, Ms. Akresh-Gonzales, and Mr. O’Rourke are employed by the NEJM Group. Drs. Traeger, Axelsson, and Wongsirimeteekul have no disclosures to report. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Michael G. Healy

Michael G. Healy, Ed.D., is a Research Fellow in Surgery at Massachusetts General Hospital’s Department of Surgery and a medical education researcher at NEJM Group.

Lara N. Traeger

Lara N. Traeger, Ph.D., is a staff psychologist in the Cancer Center and the Behavioral Medicine Service at the Massachusetts General Hospital and an Assistant Professor of Psychology in the Department of Psychiatry at Harvard Medical School.

Carl Gustaf Stefan Axelsson

Carl Gustaf Stefan Axelsson, M.D., M.Phil., M.M.Sc., is a neurosurgery resident at Imperial College in London and a medical education researcher at Massachusetts General Hospital’s Department of Surgery.

Praelada Wongsirimeteekul

Praelada Wongsirimeteekul, M.D., is an ophthalmology resident from Thailand and former Surgical Education Research Fellow at Massachusetts General Hospital’s Department of Surgery.

Ole-Petter R. Hamnvik

Ole-Petter R. Hamnvik, M.B.B.Ch., B.A.O., M.M.Sc., is an Associate Physician at Brigham and Women’s Hospital’s Department of Medicine, an Assistant Professor of Medicine at Harvard Medical School, and the Education Editor at NEJM Group.

Catherine Tomeo Ryan

Catherine Tomeo Ryan, M.P.H., is the Managing Editor of NEJM Knowledge+ at NEJM Group.

Josette Akresh-Gonzales

Josette Akresh-Gonzales is the Editorial Systems Manager of NEJM Knowledge+ at NEJM Group.

Matthew O’Rourke

Matthew O’Rourke is the General Manager, Education Content & Product Development at NEJM Group.

Roy Phitayakorn

Roy Phitayakorn, M.D., M.H.P.E. (M.Ed.), FACS, is an Assistant Surgeon at Massachusetts General Hospital’s Department of Surgery, the Department’s Director of Medical Student Education and Surgery Education Research, an Associate Professor of Surgery at Harvard Medical School, and the Senior Education Research and Development Consultant at NEJM Group.