A novel collaborative e-learning platform for medical students - ALERT STUDENT (original) (raw)
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International Journal of Nursing Education Scholarship, 2010
Web-based computer learning objects, such as Reusable Learning Objects (RLOs), are becoming more commonplace in nursing and medical education. However, evaluation of RLOs specifically has been limited. The aim of the study was to determine how RLOs impact on the student learning experience and to compare the use and evaluation of RLOs by nursing and medical students. An online questionnaire survey was completed by 233 students (163 nursing and 73 medical). RLOs were more commonly used by nursing students than medical students. Students in both disciplines valued RLOs for flexibility of learning, as revision aids, and to supplement classroom-based learning. Nursing and medical students have different learning needs, and developing materials at the right level of learning is important. Barriers to the use of RLOs included lack of IT competence, technical difficulties, and lack of staff awareness of computer-based learning aids.
Learning objects in medical education
Medical Teacher, 2006
A learning object (LO) is a grouping of instructional materials structured to meet a specified educational objective. Digital LOs, which can be stored electronically, allow a new approach to instructional activity, making medical education more efficient, and potentially more cost-effective. They are reusable and can incorporate text, graphics, animations, audio, and video to support and enhance learning. A learning object can stand alone or be aggregated with additional objects to create larger forms of educational content meeting multiple educational objectives. Digital learning objects located in online repositories can be accessed by many computers and are easily handled by an array of learning management systems for delivery to learners at any time. Integrating digital learning objects with traditional educational methods in a blended learning approach assists medical educators in meeting the challenges of competing priorities. Multimedia LOs enable learners to tailor their experience to their preferred learning style. Through the use of learning objects, learners' reactions, their acquisition of knowledge, skills and attitudes, and their behavioral changes become readily measurable. Learning objects provide multiple research opportunities, such as their use in adaptive learning, their added value in preclinical versus clinical education, and their impact as part of a blended learning strategy.
Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration
2004
In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality elearning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, r e-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner.
8 Reusable Learning Objects for Medical Education: Evolving a Multi- institutional Collaboration
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In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, re-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner. Reusable learning objects offer a number of educational advantages compared with more traditional course-based approaches. Because they are stand-alone resources that encompass a single “chunk ” of learning, they can be used in
Journal of Surgical Education, 2012
BACKGROUND: Mannequin and computer-based simulators are useful for the practice of patient management, physical procedures, and competency. However, they are ineffective in teaching clinical medicine. StepStone Interactive Medical Software (SS) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format. OBJECTIVE: To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention. METHODS: After Institutional Review Board (IRB) approval was obtained and the consents were signed, 30 third-year medical students were assigned randomly to 2 groups of 15 students each: The control group received two 30-minute PowerPoint lectures (Microsoft Corporation, Redmond, Washington) about torsades de pointes (TdP) and pulseless electrical activity (PEA), and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA. A preintervention test was given to assess their baseline knowledge. An immediate postintervention test was given to both groups. Twenty-two days later, a longterm retention test was administered. The results were analyzed using a Student t test for continuous variables. RESULTS: The mean scores for the preintervention test in the control and SS groups were 44.9 Ϯ 3% and 44.1 Ϯ 2%, respectively (p ϭ 0.41). The mean scores for the postintervention test in the control and SS groups were 61.7 Ϯ 2% and 86.7 Ϯ 2%, respectively (p Ͻ 0.001). Improvement from baseline knowledge was calculated, and the mean improvement was 16.8 Ϯ 3% in the control group and 42.5 Ϯ 2% in the SS group (p Ͻ 0.001). The long-term retention test revealed the mean scores of 55.8 Ϯ 3% in the control group and 70.1 Ϯ 3% in the SS group (p Ͻ 0.001). Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 Ϯ 4%, whereas the SS group improved by 26 Ϯ 3% (p ϭ 0.002). CONCLUSIONS: The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format. SS is an effective web-based medical education tool.
Design principles for developing an efficient clinical anatomy course
Medical Teacher, 2006
The exponential growth of medical knowledge presents a challenge for the medical school curriculum. Because anatomy is traditionally a long course, it is an attractive target to reduce course hours, yet designing courses that produce students with less understanding of human anatomy is not a viable option. Faced with the challenge of teaching more anatomy with less time, we set out to understand how students employ instructional media to learn anatomy inside and outside of the classroom. We developed a series of pilot programs to explore how students learn anatomy and, in particular, how they combine instructional technology with more traditional classroom and laboratory-based learning. We then integrated what we learned with principles of effective instruction to design a course that makes the most efficient use of students' in-class and out-of-class learning. Overall, we concluded that our new anatomy course needed to focus on transforming how medical students think, reason, and learn. We are currently testing the hypothesis that this novel approach will enhance the ability of students to recall and expand their base of anatomical knowledge throughout their medical school training and beyond.
Computer-Assisted Learning Applications in Health Educational Informatics: A Review
Cureus, 2017
Computer-assisted learning (CAL) as a health informatics application is a useful tool for medical students in the era of expansive knowledge bases and the increasing need for and the consumption of automated and interactive systems. As the scope and breadth of medical knowledge expand, the need for additional learning outside of lecture hours is becoming increasingly important. CAL can be an impactful adjunct to conventional methods that currently exist in the halls of learning. There is an increasing body of literature that suggests that CAL should be a commonplace and the recommended method of learning for medical students. Factors such as technical issues that hinder the performance of CAL are also evaluated. We conclude by encouraging the use of CAL by medical students as a highly beneficial method of learning that complements and enhances lectures and provides intuitive, interactive modulation of a self-paced curriculum based on the individual's academic abilities.
A Trip Down Memory Lane: Exploring the Use of a Learning Tool in Undergraduate Medical Education
Life and Science
Objective: To explore reflection as a learning tool in undergraduate medical education.Study Design: Cross-sectional survey.Place and Duration of Study: The study was conducted among MBBS and BDS undergraduate students of CMH Lahore Medical College and Institute of Dentistry, Lahore, Pakistan from 1st January 2022 to 30th June 2022.Materials and Methods: In this online cross-sectional survey, the Reflective practices questionnaire (RPQ) was administered to 290 medical (fourth and final year) and dental (third and final year) undergraduates. Data were analyzed through SPSS 24.Results: Out of 290 participants, the majority were female (179, 61.7%). Most of the participants were from MBBS (188, 64.8%). The overall mean score of the questionnaire was 73.493 ± 17.407 (95% CI: 16.286 ± 18.439) out of a total score of 96. The highest score of critical appraisal was 18.790 ± 4.248 (95% CI: 4.064 ± 4.608). There was no difference of the mean score of different domains based on gender, specia...
UNDERSTANDING AND IMPROVING THE USAGE AND IMPACT OF E-LEARNING IN MEDICAL EDUCATION
The current paper presents a state of the art of medical e-learning, highlighting the main features of existent applications, the technologies used to develop them, as well as the challenges they had to overcome in order to maximize the value of educational activities. Although e-learning is a well-known practice of enhancing education, the research question here is whether it is fully adapted and exploited in the medical field. Based on the pros and cons of each analyzed tool, a new model to leverage medical e-learning is proposed. As a trend, most applications in medical e-learning target a certain medical specialization, very few being applicable for any medical discipline. Furthermore, certain areas pose specific limitations: for example, physical examination in clinical practice can't be taught in an e-learning environment, thus e-learning should complement but not replace the traditional medical education. Medical imaging and surgery are the medical fields highly supported by e-learning applications, followed by medical ethics, medical biochemistry, pediatrics. Some applications are merely customizations of well-known e-learning platforms (e.g. Moodle or Dokeos), others exploit advanced technologies such as virtual reality, 3D graphics, multimedia technologies, physical simulations or artificial intelligence. We consider that a major drawback of current medical e-learning platforms is the insufficiency of didactic material: most applications present didactical case studies (real or virtual), but their amount is far from enough. Thus, we propose an e-learning model which incorporates a medical atlas containing a large volume of expertly-annotated real cases, easily accessible and searchable, for various medical specializations. The repository will " self-evolve " , by allowing participants to upload their own materials. A formative learning module will be available. Also, group work will be allowed when putting diagnostics, thus collaborative learning techniques will be exploited in order to increase the information retention rate among users. We claim that the e-learning tool based on our model will be useful not only for undergraduate medical students, but also for continuous medical education.
The What or the How: a Review of Teaching Tools and Methods in Medical Education
Medical Science Educator, 2016
Medicine is a field that has evolved through the ages and continues to do so with the advancement of basic, clinical, and technological sciences. Accordingly, the roles and requirements of the medical doctor have also been subject to evolution. It is basically based on the need to develop effective and adaptable graduates that can tackle new problems as they arise in an ever-changing environment, which shifted the emphasis of medical education to the acquirement of generic skills, competency-based learning, and recognition for an increasing level of student autonomy. Medical education and its tools, the foundation upon which physicians base their competence in practice, have as a result, had to adapt to meet the ever growing demands of the profession. This review aims at (a) identifying teaching tools such as lecture-based learning, casebased learning, problem-based learning, team-based learning, flipped classrooms, and blended learning and (b) bringing to attention their development, purpose and how they compare in medical education in North America through time.