2011 Spring: The Use of E-Learning in Medical Education

The medical sciences are ideal for using computers for presenting images, movies and sounds, enriching learning materials, and providing students anytime/anywhere access to material. This series will focus on the educational aspects of these technologies and will provide relevant background as well as practical suggestions for using thee tools in teaching and learning. Topics covered include: E-Lessons for Face to face, Engaging Students, Simulations, Capturing Lectures, Social Networks, and Future Digital Learning Environments.

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March 8, 2011 at 12:00 pm

Lecture Capturing and Other Streaming Video Applications

Presenter: Peter Anderson

Peter AndersonPeter G. Anderson, D.V.M., Ph.D. is Professor and Director of Pathology Undergraduate Education at  the University of Alabama at Birmingham School of Medicine. Dr. Anderson has a long-standing commitment and dedication to teaching and he has championed many innovations to health sciences education, particularly in the area of technology enhance learning.  He has held leadership positions in numerous educational organizations including IAMSE, GRIPE, UMEDS, ASIP, and he is currently on the Board of the NBME and serves on the USMLE Step 1 Committee and is chair of the USMLE Pathology committee. Dr. Anderson has received numerous teaching awards including the Alpha Omega Alpha Medical Honor Society Robert J. Glaser Distinguished Teaching Award, the Ellen Gregg Ingalls/UAB National Alumni Society Award for Lifetime Achievement in Teaching, the UAB Teaching Scholar Award, the UAB School of Medicine Excellence in Education Scholarship Award, and the UAB President’s Award for Excellence in Teaching for the Joint Health Sciences

In this session we will discuss some of the mechanics of lecture recording and delivery: processes and pitfalls, technologies and traps, methods and migraines!  But in addition to the mechanics of lecture recording we will focus our discussion on the pedagogy of  podcasting.  Is lecture recording an appropriate teaching/learning modality?  How can we use this technology to improve the teaching/learning process and how can we help students to wean themselves from the didactic information faucet (“what’s going to be on the test?”) and instead use technology to help them develop expertise in information retrieval, information winnowing, and self directed learning.

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March 15, 2011 at 12:00 pm

Engaging Students with Classroom Technologies

Presenter: Peter de Jong

Peter de JongPeter de Jong is an E-Learning staff adviser at the Leiden University Medical Center in The Netherlands. In this position, he has been managing several major programs within Medical School, including the introduction of a digital learning environment, the use of laptop computers by all students, and recently the implementation of an audience response system for lectures and symposia. He has initiated several studies in the field of mobile learning and is involved in an online testing project for Medical School and a streaming rich-media project for Leiden University.

Peter has a Master degree in Medical Technology from Eindhoven University and a PhD in Biophysics/ Physiology from Maastricht University. For several years, he has been Chair of the national working group on E-learning in Medicine of the Netherlands Association for Medical Education (NVMO). Currently he is involved in the International Association of Medical Science Educators (IAMSE) as Editor-in-Chief of the peer reviewed online journal Medical Science Educator.

Technology first entered the classroom many years ago. Nowadays, almost every lecture hall and small group classroom is fully equipped with computer and projector. Blackboards have been replaced with interactive whiteboards which opened new ways to use multimedia and the internet as part of teaching.

At the moment, one very well known classroom technology is the use of wireless voting systems. These Audience Response Systems (ARS) are rapidly being introduced in the daily practice of higher education. Software is available and seemingly easy to use. In practice however, many presenters do not use the technique properly and do not make optimal use of the Audience Response system. As a result, the didactical advantages of the technique are often not utilized. This lecture will focus in on didactical issues of using ARS in teaching. Principles of ARS will be discussed and good practices in medical education will be shown.

A second technique that will be discussed is the use of MP3 devices to individually instruct students with an audio tour. The audio can be enriched with pictures, short movies or animations if the devices allow that to be played. This technology is used for example for guiding students through a medial museum without the need of a teacher being present.

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March 22, 2011 at 12:00 am

Use of Simulations and Simulators in Medical Training

Presenter: Sheila Chauvin & John Szarek

Sheila ChauvinDr. Sheila Chauvin is founding Director of the Office of Medical Education Research and Development, founding Director of the Academy for the Advancement of Educational Scholarship, and tenured Professor in the Department of Internal Medicine, School of Medicine, and in the Behavioral and Community Health Sciences Program, School of Public Health, at the Louisiana State University Health Sciences Center in New Orleans. She has 35 years of professional experience and is well-known for her expertise and achievements in educational research, teaching/learning effectiveness, faculty development, curriculum and educational program development, development and implementation of assessment and evaluation systems, educational leadership and change processes. Dr. Chauvin has worked with colleagues at LSUHSC and at a variety of medical schools to enhance teaching and education and to create programs and activities that foster faculty development and educational scholarship. Colleagues often described Dr. Chauvin as a teacher of teachers and an effective mentor. They cite her leadership effectiveness and adept skills for facilitating innovation, collaboration, and successful change and improvement processes. More recently, Dr. Chauvin was principal investigator for an AHRQ-funded study targeting simulation-based operating room teamwork training at the point of care. She works extensively with faculty in designing and evaluating simulation-based training across the medical education continuum. She is also Chair of the statewide Medical Simulation Training and


John SzarekDr. John L. Szarek is Professor of Pharmacology in the Department of Basic Sciences and Director of Clinical Pharmacology at The Commonwealth Medical College (TCMC) in Scranton PA.  He also serves as the Education Director for Simulation at the school and is currently interim chair of the Department of Basic Science. Dr. Szarek received his Ph.D. in Pharmaceutical Sciences from the University of Kentucky College of Pharmacy, a B.S. in Pharmacy from the University of Illinois Chicago College of Pharmacy, and a B.S. in Biology from the University of Illinois Urbana. Prior to joining the TCMC faculty, Dr. Szarek spent 16 years on the faculty at Marshall University School of Medicine where he was actively involved in scientific research which resulted in numerous articles. He spent 5 years in Dominica as the Chair of Pharmacology at Ross University School of Medicine. There he started and ran the simulation program for the second year medical students. Dr. Szarek came to TCMC from A. T. Still University School of Osteopathic Medicine in Arizona where he was Professor of Pharmacology and Director of Human Simulation. Dr. Szarek has participated in many workshops on teaching and learning including two sponsored by the Harvard Macy Institute. His interests focus on the use of technology in medical education and students’ emotions during learning. He has conducted workshops for medical school faculty on the local and national level on several topics including facilitating small group sessions, the use of simulation in medical education, question writing, and presentation skills.

Over the past few years simulation and simulator technology has experienced an exponential growth worldwide. Until recently, simulation, especially using human patient simulators, has been the provenance of clinical educators in the education of students in their clinical years. Simulation is becoming increasingly common in the pre-clinical years. In addition to using simulation early in medical school training for clinical procedures and skills, it is increasingly being used to support teaching and learning the basic sciences. Based on the results of a recent national survey of allopathic and osteopathic medical schools, we will discuss the current state of basic science education and the use of human patient simulators to enhance students’ learning. We will describe how the use of human patient simulators has been implemented in medical school preclinical curricula including barriers encountered and strategies for dealing with them. The session will include specific curricular examples and a discussion of the educational benefits of using human patient simulators in basic science education.

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March 29, 2011 at 12:00 pm

Integration of E-lessons into Face to Face Activities

Presenter: Mary E.W. Dankbaar

Mary E.W. DankbaarDrs. Mary E.W. Dankbaar is program manager e-learning at the Erasmus University Medical Centre of Rotterdam, project manager of the strategy study on ICT & Education at the University Medical Centre of Utrecht (The Netherlands) and chairwomen of the Dutch Special Interest Group on e-learning in medical education. She has over 10 years of experience in designing and implementing online instructional interventions for companies and educational institutions. She has written a number of articles on e-learning and was co-author of a book on knowledge management. Her academic focus is on the design, development and implementation of technology to improve learning.

E-lessons or e-modules have been used in medical education for some years now, but the implementation in the medical curriculum is still an important issue. Well designed e-lessons sometimes are hardly used. Teachers often spend a lot of time explaining basic science in stead of having profound interaction with their students or giving feedback on their skills. How can e-lessons be used to enhance learning during the valuable F2F sessions? Which are the most important design principles to improve online learning (and prevent e-lessons to become ‘page-turners’)? Models of blended learning will be discussed, both for smaller and larger groups in basic science education. The presentation will review examples from the medical curriculum and discuss strategies to implement this ‘proven technology’ in a way which meets the needs of modern learners.

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April 5, 2011 at 12:00 pm

Opportunities and Challenges of Social Media in Medical Education

Presenter: Rachel Ellaway

Rachel EllawayRachel Ellaway Ph.D is the Assistant Dean and Associate Professor for Education Informatics at the Northern Ontario School of Medicine as well as the Director of Simulation. Dr Ellaway is the author of the OpenLabyrinth virtual patient authoring and delivery system, chair of the AFMC Informatics Resource Group and she writes a regular educational technology column for Medical Teacher. Her work in developing and implementing profession-focused educational systems was recognised in the award of a Queen’s Anniversary Prize for Higher and Further Education to the University of Edinburgh in 2005.

With more than 500 million unique users some claim that Facebook is now the web. Certainly it is one of the main ways our learners (and many faculty and staff) keep in touch with each other. There are many other social media impacting on contemporary medical education including LinkedIn, Biomed Experts, Blogs, Wikis, Rate my Prof/Doc/MD, geotagging, Flickr, YouTube, SlideShare, Second Life, Twitter and Googlewave. This presentation will build on ideas presented in an earlier IAMSE Webcast to consider the many ways that social media are impacting on contemporary health professional education. Issues such as authority and control, net-gen learners, trans-institutional student networks and digital professionalism will be discussed to both orient participants and provide them with better approaches to working in these environments.

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April 12, 2011 at 12:00 pm

The Digital Learning Environment of the Future: Teaching the Next Generation

Presenter: J.B. McGee

Dr. McGee is currently the Assistant Dean for Medical Education Technology and Associate Professor of Medicine at the University of Pittsburgh School of Medicine where he directs the Laboratory for Educational Technology and maintains a clinical practice in the Division of Gastroenterology, Hepatology and Nutrition. His academic focus is on the design, development, implementation and assessment of technologies to advance medical education throughout the health science continuum.

His lab consists of eight education and technical specialists responsible for the creation of original programs for the School of Medicine, including: 1) the Navigator digital curriculum, 2) Virtual Patient clinical simulations, 3) online Collaborative Learning Portfolios for mentored student projects, and 4) personalized point-of-care learning modules. Students, faculty, and trainees have adopted these programs as part of their daily curricular activities at the medical center. Continuing education from the University of Pittsburgh and the American Gastroenterological Association also use these technologies. Support for these initiatives relies on a balance of institutional funding and external educational grants from the NIH, CDC, foundations and industry.

Dr. McGee holds leadership positions as Editor for Web-based Education for the American Gastroenterological Association, Co-Chair of the Virtual Patient Working Group at MedBiquitous (a medical education standards-developing organization) and editorial board member for AAMC�s MedEdPortal.

His current research and development work is in virtual patient simulation, online collaborative learning for students and mentors, and incorporating social networking into a web-based curriculum. Dr. McGee maintains an active schedule as a tertiary referral gastroenterologist. He teaches and mentors students and trainees and is the Course Director for Innovations in Medical Education, part of the Masters in Medical Education curriculum.

J.B. McGeeDr. McGee graduated from Louisiana State University School of Medicine and trained in internal medicine and gastroenterology at the University of Florida where he also served as Chief Medical Resident. He completed advanced endoscopy training at Beth Israel Deaconess Medical Center in Boston. While in his endoscopy training, the new Harvard-Beth Israel Institute for Education and Research invited him to head their computer-based learning initiatives. There he pioneered virtual patient simulation funded by a $1.6 million grant from the Macy Foundation. In 2001, after five years on the Harvard faculty, the University of Pittsburgh recruited him to establish his own Laboratory for Educational Technology at the School of Medicine.

In the words of Marshall McLuhan, “We are shaped by what our technology enables us to do, see, experience and…communicate.” The current and future generations of healthcare professional students are shaped by an entirely new set of technologies, very different from the technology (print, telephone, radio, television) of their teachers. In particular, Internet-based communication tools such as Facebook, Twitter, YouTube and their ability to you connected to the world 24/7 have had a direct effect on the Millennial generation – especially the way they interact with their peers, family and society. Immediate access to vastly greater amount of data than previous generations has had both positive and negative effects on learning and further complicates the acquisition and application of knowledge and skills for healthcare.

This session will outline important differences between traditional approaches and the expectations of modern learners. We will review and discuss successful, innovative uses of new technology for learning. Finally, we will highlight the critical ingredients of effective education/learning, regardless of technology, and construct an integrated approach to teaching the next generation of healthcare providers.

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