USE OF TECHNOLOGY TO ENHANCE SMALL GROUP LEARNING
Award Nominee
Alan Biel*
DeBusk College of Osteopathic Medicine
Harrogate TN 37752
USA
PURPOSE
Many medical schools use facilitator-led small group analysis of clinical cases in the first two years of their curriculum. The major disadvantages are the large number of faculty required and the disparity of experiences between groups. To address these disadvantages, we are using technology to run 16 groups simultaneously with a small number of facilitators.
METHODS
Two-way audio and video communication is established between the facilitators and the small group rooms. Facilitators include a process expert and one or more content experts. Additional facilitators can include a âpatientâ and on-call specialists such as a clinical pharmacist. Each group takes a turn asking a question of the patient to elicit a history. TurningPoint and discussions between the groups are used to identify needed tests. If students lack a skill (e.g. reading a chest X-ray), either a content expert can address that point, or a recorded segment of a previous lecture can be played for the groups. MCQâs and between-group discussions are used to arrive at a diagnosis and decide on treatment options.
RESULTS
The use of technology has allowed us to run many more case studies than would be possible if a faculty facilitator was required for each small group. Students and faculty like that this process encourages discussion between groups and that the experience is uniform between groups.
CONCLUSIONS
The benefits of this technology are (1) more efficient use of faculty time and expertise, (2) the ability to simulate doctor-patient interactions in history-taking and (3) the ability to stimulate discussions both within and between groups.
USE AND BENEFITS OF LECTURE RECORDINGS IN MEDICAL EDUCATION
David Franklin*, Craig Clarkson & Jennifer Gibson
Tulane University School of Medicine
New Orleans LA 70112
USA
PURPOSE
Medical schools provide many educational resources in their basic science curriculum, including slide-based lecture, handouts, study guides/questions, reviews, textbooks, primary literature, and web-based links. We recently instituted a web-based lecture recording system, which synchronizes lecture audio with visual components, as opposed to previous audio-only recordings. This study sought to determine how this recording system was being used by students, whether its availability impacted class attendance, and whether this resource had a positive effect on student performance.
METHODS
First and second-year medical students were surveyed regarding class attendance and use of lecture recordings. In addition, students indicated their impression of how lecture recordings influenced exam performance. Student perception was compared with actual exam results.
RESULTS
Of the 227 students who completed the survey, 75% (N = 169) utilized the lecture recording system. Of the 169 students using the resource, 13% (N = 22) mentioned a decline in lecture attendance, indicating a large majority used recordings to reinforce lecture presented material. Despite how it was used, 91% (N= 153) felt this resource improved exam performance. Actual performance from six basic science courses is discussed in detail with respect to utilization of lecture and/or recording resources.
CONCLUSION/ FUTURE DIRECTIONS
First- and second-year medical students overwhelming responded in favor of audiovisual-synchronized recordings. While the empirical benefit varied from course to course, the overall use of synchronized recording clearly benefits competency learning in medical education across a broad range of basic science topics.
INTERACTIVE EXERCISES AND REVIEW QUESTIONS AS PART OF A NEUROSCIENCE WEBSITE FOR MEDICAL STUDENTS
Kathryn Lovell & Geraud Plantegenest*
Michigan State University
East Lansing, MI 48824
USA
PURPOSE
A website containing neuroanatomy review and neuropathology content was created for Year 2 medical students taking a neuroscience system course. The purpose of the current innovation was to develop a variety of interactive practice exercises related to this content for students to practice recall and application of concepts.
METHODS
A website template was developed that could be used online or downloaded. Navigation was designed to be flexible with maximal user control. Content from a previous CD-ROM version was updated and additional images were provided. New interactive practice opportunities were created. These included multiple choice questions with explanations, open-ended clinical-pathological correlation questions with explanations, and case studies to help students practice localization of lesions. In fall 2008, the website was recommended in the Year 2 neuroscience system course. Feedback comments from students were requested through the anonymous online course evaluation system and a focus group was held.
RESULTS
Written comments by students indicated that the website was an excellent, easy to use resource to assist in learning the material in a PBL curriculum. Specific features that were mentioned as beneficial included case studies, practice questions, and “games” for review purposes. Suggestions for further development included more images, diagrams, and interactive practice options.
CONCLUSION/FUTURE DIRECTIONS
Student feedback has indicated that the website with practice exercises is an extremely useful educational resource. Further studies will be designed to investigate student preferences for types of interactive exercises and the effectiveness of specific features.
USE OF PATIENT INTERVIEWS ON VIDEO IN PRECLINICAL LECTURES
e-Demo
Alien Riedstra* & Hubert Thierens
Leiden University Medical Center
Leiden
The Netherlands
PURPOSE
One of the courses in the third year of the preclinical medical curriculum in Leiden is a 3 weeksâ block titled âCommon complaintsâ. It deals with complaints that are frequently seen in the practice of the Family Practitioner such as headache, diarrhea and acute cough. Until 2008 these complaints were presented to the students by written case histories.
METHODS
Last year we introduced video interviews taped in general practices. In class, the students had to judge the communication between patient and doctor as well as the process of medical problem solving during the patient contact. Students could access the tapes afterwards as they were made available in digital format through the Blackboard learning environment. We measured how many students of the group used the tapes afterwards and how often the several consults were used. At the end of the course a questionnaire about appreciation of this educational tool was presented to the students.
RESULTS
About 250 students followed the course. Between 60 and 70% of these students used Blackboard to access the interviews. Most of the video interviews were seen between 1000 and 2000 times each. Most students were satisfied about the use of the video tapes and considered this way of education to be a useful tool.
CONCLUSION
Using video consults seems to be a useful tool in the preclinical curriculum to demonstrate communication and problem solving issues.
INFUSION PUMP SYSTEM: LICENSE TO CARE
Anne-Petra Rozendal*
UMC Utrecht
Utrecht
The Netherlands
PURPOSE
The purpose of this e-learning is to train healthcare professionals, so they can act according to safety regulations while using this specific infusion pump system. The operation of the infusion pump system in the e-learning is an exact copy of the real pump. The construction (explanation, practice and assessment) and interaction-possibilities of the e-learning provides learning in a realistic and safe way.
METHODS
This training consists of 2 parts, a basic and an expert module. Both modules are completed with an assessment. The basic module contains clear instructions for preparation and basic use of the infusion pump system. The expert module is based on common practical situations and specific situations where the safety of the patient is at risk. The modules include instruction, practice and feedback. All functions of the infusion pump are programmed for interactive purpose. When the healthcare professional has passed the assessments he/she receives an official certificate. Only then they are licensed to care.
RESULTS
This e-learning module has just been finished. All healthcare professionals of the hospital can be participate in this e-learning. It will be available in the summer of 2009. We will evaluate the training by analyzing the results of the assessments and interview a selection of the participants. The evaluation results will be used to improve the e-learning module.
CONCLUSION/ FUTURE DIRECTIONS
The development of this e-learning module has been commissioned by the section Medical Technology & Clinical Physics. This section has the responsibility for all medical equipment in the hospital. Their ambition is to train and assess all users of medical equipment as part of patient safe care. This training and assessment of the infusion pump system is the first e-learning module commissioned by this section. In the future more e-learning modules will be developed for the safe use of medical equipment. The evaluation results of the infusion pump system will be used to improve the educational quality of the e-learning in the future.
ENHANCING ETHNOGERIATRIC TRAINING IN MEDICAL EDUCATION USING THE AUDIENCE RESPONSE SYSTEM
Marisol Sanchez-Lance*, John Caldwell & Richard Sims
University of Alabama at Birmingham
Birmingham, AL 35294-2041
USA
PURPOSE
Assess ethnogeriatrics changes in knowledge and attitude using the Audience Response System (ARS).
METHODS
A one group, pre-post design was used: 176 UAB first year medical students were given ARS questions before and after their lecture on “Dementia” and “Cultural Competent Health Care” to assess their knowledge regarding cultural diversity within the U.S. population and cultural differences in attitudes at the end-of-life.
RESULTS
Participants were mostly Caucasian males. At baseline, in the class of 2012, 89.8% of the students knew that ethnic minority patients are expected to comprise 50% of the U.S. population by the year 2050 compare to 96.6% of the students after the intervention. At baseline, 72.1% of these students felt you should always inform the patient of his/her terminal illness, while 97.1% of the students after the intervention, recognized that some cultures protect patients by avoiding discussions related to death. At baseline, in the class of 2011, 80.1% of the students thought that African-Americans (AA) and White Americans have the same beliefs in end-of-life care, while 98.3% of the students after the intervention, recognized more aggressive treatment preferences of most AA. Overall, the students felt that the ARS was easy to use and improved their attention and understanding of lectures.
CONCLUSIONS
This study demonstrates that the immediate feedback obtained from technology-based ethnogeriatrics training enhances students’ attention and allows the lecturer to monitor students’ understanding of how health beliefs may affect patient care now and in the future and reinforce key concepts that may not be clear.
CORRELATION OF THE SUMMARY METHOD WITH THE LEARNING STYLES: A SURVEY FOR ANATOMY TEACHING
Levent Sarikcioglu*, Arzu Utuk, Yesim Yigiter & Fatos Yildirim
Department of Anatomy Akdeniz
University Faculty of Medicine
Antalya 07070
Turkey
PURPOSE
Summary is the last part but one of the important parts of the lesson. We aimed to study the relationship between preference of the summary method (video demonstration, question-answer, brief review of slides) and learning styles.
METHODS
A total number of 131 students were included to the present study. Kolbâs learning style inventory was used to understand the studentsâ learning style and a questionnaire for summary method selection. The questionnaire and inventory were collected and analyzed. Studentsâ scores and numbers were noted according to their learning style. The given scores (1 /2/3 as low and 4/5 as high) were arranged according to students learning styles. Therefore, students with the same learning style were also categorized according to their low and high scores. Every summary method was analyzed according to each learning style.
RESULTS
Comparison of the data revealed that summary method with video demonstration received the highest score among the other methods Additionally, statistical analysis of the numbers of the students (in each learning style) who scored the video demonstration as high score revealed that students in each learning style were significantly scored the video demonstration with the high score comparing with the low score. Therefore, summarization of the lesson by video demonstration was found to be the most accepted or preferred summary method in the anatomy lessons.
CONCLUSIONS
We suggest that such summary method should be incorporated into anatomy lessons. Since anatomy has a large number of visual materials, we think that it is the right lesson to use this summary method.
HEART: FORM AND FUNCTION – ANIMATION IN 3D
Award Nominee
e-Demo
Carlos A. C. Baptista*
University of Toledo
Toledo OH 43614
USA
PURPOSE
This presentation will consist of a series of animations of a heart model created in 3D to show structures such as myocardial fiber arrangements, valvular apparatus, in motion. This demonstration will allow attendees to view and interact with the animation that was developed to teach heart structure and function.
METHODS
The initial model was created using Autodeskâs Maya Modeling tool. Once the model was created, different motion of the heart, valves, and conduction system was constructed and the animation created. The animation was then rendered out as a video file. For the animation with audio, voice talent was recorded and the audio was combined with the video. Adobe Flash was used to create the interface and the videos inserted.
RESULTS
The animation was used during web-based instruction and also in classroom settings during lecture.
CONCLUSIONS/ FUTURE DIRECTIONS
The animations showed in this DEMO will be part of a CD ROM or DVD and will be available to healthcare professional educators
VIRTUAL MICROSCOPY WITH BLACKBOARD AN APPROACH TO UNDERGRADUATE HISTOLOGY INSTRUCTION
Award Nominee
Susan Gilmer*
College of Medicine
University of Saskatchewan
Saskatoon SK S7N5E5
Canada
PURPOSE
Teaching histology using conventional microscopes in formal labs is becoming more difficult as instructional hours are becoming scarce and todayâs students are more comfortable with a laptop than a microscope. In this context, virtual microscopy (VM) provides some possible solutions. We are introducing VM exercises into the histology component of a basic science first year course where we have 114 medical and dental students with 26 hours of instructor contact time.
METHOD
This electronic demo will show how we have integrated Aperioâs CS scanned slides into the histology component of a Blackboard first year medical/dental basic science course.
RESULTS
VM allows computer-savvy, microscope-phobic students to interact with histological material. This material can be presented as instructions, activities, games or self tests. Student responses to this approach in the form of survey results and written comments will be presented.
CONCLUSIONS/FUTURE DIRECTIONS
Virtual microscopy facilitates student interaction with histological material using computers. We will be presenting examples of our approach.
IF WE PRESENT IT, WILL THEY COME? AN INNOVATIVE APPROACH TO SELF-DIRECTED HISTOLOGY INSTRUCTION
Award Nominee
Susan Gilmer*
College of Medicine
University of Saskatchewan
Saskatoon SK S7N5E5
Canada
PURPOSE
We have recently integrated histology into a first year medical/dental basic science course. Knowing that our students have little time and moderate microscopy skills, we replaced conventional labs with a study room designed to facilitate active learning in an atmosphere that encourages students to move from dependant to self-directed learning. Because we are in the process of adding a virtual microscopy (VM) component to our course, we wanted to evaluate student use of this room.
METHODS
A variety of resources are provided: microscopes with glass slides and accompanying labeled images, histology workbooks with pictures and descriptions of the glass slides, supplementary illustrations, models, textbooks, research papers on related topics, and self tests. During the first 2 weeks of the course instructors are freely available. After this introductory phase, instructors are present rarely; students are expected to work independently or with other students. Students were surveyed both informally and formally.
RESULTS
Informal and formal surveys have been positive. Students used the room for most or all the modules and used most of the types of resources. The room became a pleasant room to interact with classmates. Self-directed and collaborative learning was observed.
CONCLUSION/ FUTURE DIRECTIONS
The study room provided a surprisingly positive active learning environment. Results from formal surveys will be presented and used to refine the design and use of this study room as we incorporate VM.
YOODA â A FREE LICENSED DATABASE PROGRAM FOR SEARCHING ALL HISTOLOGICAL AND ANATOMICAL NO.
1,2David Kachlik*, 1Floris Van Der Meijs, 3Pavel Cech, 1,2Vaclav Baca & 4,5Vladimir Musil
1Charles University In Prague
Czech Republic
2Czech Technical University In Prague
Kladno
Czech Republic
3Charles University In Prague
Czech Republic
4Charles University In Prague
Czech Republic
Czech Republic
4Charles University In Prague
Czech Republic
PURPOSE
The recent revisions of histological and anatomical nomenclatures, approved by International Federation of Associations of Anatomists (IFAA), were published by the Federative International Committee on Anatomical Terminology (FICAT) in 2007 as Terminologia Histologica (TH) and by the Federative Committee on Anatomical Terminology (FCAT) in 1998 as Terminologia Anatomica (TA), respectively. But any program or other electronic tool, comparing older versions and these latest revisions of the histological and anatomical nomenclatures, is overall missing.
METHODS
We have created a free-licensed program YOODA for this purpose, working with various databases. Histological and anatomical terms of older versions of both nomenclatures, ranging from BNA (Basiliensia Nomina Anatomica), issued in 1895 to the last edition (6th Ed. of Nomina Anatomica and Nomina Histologica in 1989) and listed according to TA and TH, were entered in the database.
RESULTS
The database includes the unique identification number, the official Latin term, most frequent English synonyms and terms of the older nomenclatures. Moreover, as produced in the Czech Republic, it is completed with Czech terms as well. Totally, it includes 10 versions of the nomenclatures in three languages, extended with the most common eponyms, which have not been incorporated in the official versions of the nomenclatures. The program possesses a searching tool, too. It is accessible and can be freely downloaded from the website: http://www.anatomickenazvoslovi.cz/
CONCLUSION/ FUTURE DIRECTION
YOODA has been intended for purposes of teachers, students, scientists, reviewers and translators. Next step of our project is to enter synonyms in other languages of the EU nations, following their national official nomenclatures, if exist.
THE USE OF EBOOK READERS IN UNDERGRADUATE MEDICAL EDUCATION
Award Nominee
e-Demo
Dennis Kies* & Peter de Jong
LUMC
Leiden 2316HH
The Netherlands
PURPOSE
Reading text from a computer screen for a longer period of time is not very pleasant. The technology behind a CRT tube or a TFT screen generates a flickering image and emits light, which causes effects like exhausted eyes and headache. To solve these problems E-book readers have been developed using an innovative screen technology called E-ink. With this technique the displayed text does not flicker and looks very much like real paper. E-book readers recently became available in the consumer electronics segment. In a pilot study we investigated the usefulness of this new technique for medical education, as a replacement of books and syllabi.
METHODS
From October until December 2008 we provided 15 students with an E-book reader. For this study we delivered all necessary text files on the reader, ranging from syllabi to chapters from commercial books used in our curriculum. For obtaining the latter documents we cooperated with several publishing companies. Students were invited to use the device in all their educational activities. At the end of the study, students were asked by questionnaire to report back their experiences. We did include technical performance but also usefulness of the device in the educational process.
RESULTS
Students encountered several small technical issues, but in general they managed quite well to work with the device. They were very positive on the device when using it for reading in situations where books are not available, like in public transportation or in between lectures at the coffee bar. However, they were not enthusiastic on using it at home while studying for exams. It turns out that for studying students like to use multiple sources at the same moment, which can more easily be facilitated by paper books.
CONCLUSION
The E-book reader used still has some technical issues to be resolved, but in general the device performed quite well. Students liked working with digital documents and E-book readers for short reference and in places without books. In preparing exams however, they still preferred paper books.
PHARMWEB: CATCHING STUDENT INTEREST AND INCREASING KNOWLEDGE WITH INTERACTIVE ONLINE MODULES
Scholarship Winner
Peggy Kim*, David Allbritton, Christine Gosen, Ruth Keri, John Mieyal & Amy Wilson-Delfosse
Case Western Reserve University
Cleveland OH 44106
USA
PURPOSE
Problem Based Learning curricula pose unique challenges for pharmacology education. Students encounter pharmacology interspersed throughout the curriculum, causing students to overlook and deemphasize pharmacology learning opportunities.
METHODS
An online, supplemental pharmacology curriculum (âPharmWebâ) was developed for first-year medical students to increase student knowledge and engagement. Eight online, self-paced modules were written collaboratively by faculty and students, and included a topic introduction, brief reading assignment, and self-assessment quiz.
Pre- and post-tests were used to assess pharmacology knowledge acquisition. Engagement was assessed via survey questions, number of module viewings, and quiz completions. Retrospective survey data was also collected from the preceding class as a comparison group.
RESULTS
Students showed statistically significant learning gains (t[32]=6.12, p <.0001) from pre- (mean: 4.0, SD=.77) to post-test (mean: 5.8, SD=1 .3). In addition to the 8 questions repeated from the pre-test, the post-test contained 5 new items to measure learning transfer; students did very well on these transfer items, with a mean of 4.0 (SD=.77) (80% correct).
Student engagement was also high: 84% visited the site at least once. Twenty percent (33 students) used the system regularly, completed the pre- and post-tests, completed at least 6/7 weekly quizzes, and visited the modules an average of 29.2 times.
Fifty-three students completed the survey, and the comparison group includes 83 retrospective survey responses. Feedback suggests students were satisfied with the modules.
CONCLUSIONS/FUTURE DIRECTIONS
The inclusion of brief, supplementary, introductory, online modules in pharmacology can lead to improved learning and student engagement. Results will also be compared to retrospective data from the previous yearâs class, who did not have access to PharmWeb.
CLINICAL SIMULATIONS AS PART OF FIRST YEAR MEDICAL PHYSIOLOGY EDUCATION
Gabi Waite*, Eric Bennett, Ellen Hughes & Randall Stevens
Indiana University School of Medicine
Terre Haute IN 47809
USA
PURPOSE
While human patient simulators (HPS) are increasingly used to teach clinical skills in a risk-free environment, they are infrequently incorporated into the teaching of the basic sciences in medical school. Here, we present two HPS experiences that integrate the teaching of physiology with the teaching of clinical, problem solving, and communication skills.
METHODS
For the last 4 years, the physiology course at IUSM-TH has included 5 sessions using a HPS (Medical Technologies Inc.), and 2 of these are presented. The first session simulates juvenile diabetes, and combines the practice of history and physical taking skills with the physiology of hyperglycemia and ketoacidosis. It is followed by a scenario that exposes students to an elderly person with hypoglycemic symptoms. The second session starts with a trauma patient in an ambulance and focuses on the acquisition of ER skills. It is followed by a hospital scenario and concentrates on understanding the physiological changes related to blood loss. Furthermore, students role-play a follow-up visit of the patient with his primary care physician, with the objective to discuss long-term care and to practice communication skills. All simulation activities are debriefed by basic scientists and medical specialists.
RESULTS
Thorough preparation of the handout material, the in-class activities, and the wrap-up sessions are time consuming, but key for achieving the objective of teaching physiology in combination with clinical skills. Student evaluations are overwhelmingly positive, and student exam grades have improved.
CONCLUSION
Students showed a better understanding of physiological principles and also gained limited, but valuable experience in practicing clinical skills. Student satisfaction improved because of the enhanced learning. Increased effort is required on the part of the basic science and clinical faculty to create realistic clinical scenarios.