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R1 - Technology Enhanced Collaborative Learning
The medical program at The University of Queensland has four domains of learning, each of which should be represented in every course within the four-year program. Each of the core clinical rotations, completed during the final two years of the program, is a separate course and so should include “biomedical sciences”, which is one of the four domains. The presentation of core knowledge to students who are expected to apply that knowledge during their core clinical rotations at various hospital and community sites is important. As there are a large diversity of facilities and available teachers, production of e-learning modules that will integrate the biomedical sciences into the clinical skills of the medical program is being planned. With increasing enrolments (anticipated first-year intake of 400 in 2007), it may be necessary to present the information to students who are attending up to 105 different sites by 2009. The School of Medicine is a member of two major international groups that have recognised e-learning as a potential solution to some of the problems of medical education: Universitas21 and the International Virtual Medical School (IVIMEDS). At this stage, there are trials of audio-visual PowerPoint presentations via podcasting. The Critical Care Course has commenced development of Web-based presentation and assessment, both formative and summative. The School of Engineering is involved in a Technology-Enabled Active Learning Project designed at the Massachusetts Institute of Technology, which could be modified for medical teaching. According to Ian Hughes from Leeds University, when e-learning modules are simply “available on the Web” there may be very little usage, so they should be accompanied by Teaching & Learning Resource Packs that encourage collaborative learning and completion of formative assessment. These resources are particularly useful for clinical tutors who do not have the time to design sessions based on the Web-based material.
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