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Background <p>The COVID-19 pandemic has underscored the importance of digital learning tools in medical education. However, there is little evidence exploring how or whether such tools are being developed for family medicine curricula. We provide a narrative analysis of how the University of Ottawa’s Department of Family Medicine (DFM) developed innovative learning tools using an interdisciplinary, research-based approach and Agile Scrum Methodology.</p> Methods <p>In March 2020, the DFM created an interdisciplinary team to support development of digital tools for medical education. Members of the DFM were invited to participate in the project during two faculty-wide webinars held on May 13, 2020. Participants identified three topic areas for which digital learning tools were to be created: Choosing Wisely Canada recommendations, Hypertension, and Quality Improvement (QI). Representatives from the Faculty of Engineering were recruited to support IT development for the tools, while researchers from the Bruyère Research Institute provided support for methodology and analysis.</p> Results <p>Three teams developed prototypes for digital learning tools: a “choose your own adventure” game to teach Choosing Wisely Canada criteria, an interactive hypertension clinic, and a “QI escape room” focused on quality improvement strategies. One team created a website to host learning tools, and the final team generated an evidence library for product development.</p> Conclusion <p>Adhering to these methodologies helped us to manage interdisciplinary teams and support their success, with all five teams completing their objectives. The interdisciplinary and incremental approach of Scrum methodology allowed for gaps to be identified and addressed in real time. Scrum demonstrates promise and should receive further consideration as a method for developing learning tools in medical education.</p>

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Development of digital learning tools for medical education with agile scrum methodology

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月15日

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  • Jeffrey S. Puncher,
  • Sathya Karunananthan,
  • Selya Amrani,
  • Douglas Archibald,
  • Nicole Brunet,
  • Sylvie Forgues-Martel,
  • Alexander Hajjar,
  • Mary Helmer-Smith,
  • Kheira Jolin-Dahel,
  • Tess McCutcheon,
  • Emily Seale,
  • Claire Sethuram,
  • Lina Shoppoff,
  • Sara Trincoa-Batra,
  • Parisa Rezaiefar,
  • Marisa Duval,
  • Ahmed Husseini Orabi,
  • Clare Liddy

摘要

Background

The COVID-19 pandemic has underscored the importance of digital learning tools in medical education. However, there is little evidence exploring how or whether such tools are being developed for family medicine curricula. We provide a narrative analysis of how the University of Ottawa’s Department of Family Medicine (DFM) developed innovative learning tools using an interdisciplinary, research-based approach and Agile Scrum Methodology.

Methods

In March 2020, the DFM created an interdisciplinary team to support development of digital tools for medical education. Members of the DFM were invited to participate in the project during two faculty-wide webinars held on May 13, 2020. Participants identified three topic areas for which digital learning tools were to be created: Choosing Wisely Canada recommendations, Hypertension, and Quality Improvement (QI). Representatives from the Faculty of Engineering were recruited to support IT development for the tools, while researchers from the Bruyère Research Institute provided support for methodology and analysis.

Results

Three teams developed prototypes for digital learning tools: a “choose your own adventure” game to teach Choosing Wisely Canada criteria, an interactive hypertension clinic, and a “QI escape room” focused on quality improvement strategies. One team created a website to host learning tools, and the final team generated an evidence library for product development.

Conclusion

Adhering to these methodologies helped us to manage interdisciplinary teams and support their success, with all five teams completing their objectives. The interdisciplinary and incremental approach of Scrum methodology allowed for gaps to be identified and addressed in real time. Scrum demonstrates promise and should receive further consideration as a method for developing learning tools in medical education.