2012 Spring: Promises and Challenges of Virtual Learning Environment

Educational Technology changes quickly. Most of us struggle to keep up with any thing more than a limited number of areas. We do not have time to do in depth reviews of the "latest and greatest" technologies and best practices. Fortunately, we have colleagues who have done the "deep dive" on a a specific "hot topic" and are willing to share what they have learned. The IAMSE Spring webinar series: Promises and Challenges of Virtual Learning Environments, brings together a group of educators who have implemented complex learning and assessment tools and survived to tell about it. This series will review the state of the art in learning management systems (LMS), interactive text books, online assessment, and the new AAMC curriculum inventory tool, along with some predictions on "the shape of things to come".

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March 6, 2012 at 12:00 pm

Strategies for Selecting A Learning Management System

Presenter: Sarah Kim, & Katherine Wigan

Sara KimDr. Sara Kim is the Director of Instructional Design and Technology Unit (IDTU) and Adjunct Associate Professor at the David Geffen School of Medicine at UCLA. She received her PhD in educational technology from University of Washington where she served as a faculty member in the medical school between 2000 and 2010. Between 2000 and 2006, she was the medical educator faculty in the Department of Family Medicine. From 2006 to 2010, she served as an education specialist at the Institute of Simulation and Interprofessional Studies at the University of Washington Medical Center as well as a medical educator in the Departments of OB/GYN, Surgery, and Pediatric Dentistry. At UCLA, her role involves overseeing educational technology support and research in the medical student curriculum that includes the development and management of a learning management system, online interactive clinical reasoning tools, and educational database systems. Dr. Kim has numerous publications in the application and research of instructional technology in medical education. These publications have appeared in prominent journals including Academic Medicine, Medical Education, and Teaching and Learning in Medicine. She is also an active presenter at the Society of Simulation in Healthcare and AAMC (Association of American Medical Colleges) Research in Medical Education.


Katherine WiganKatherine Wigan is a Senior Computer Programmer at Instructional Design and Technology Unit (IDTU). She received her Bachelor’s degree in Information and Computer Science in 2000 and her Master’s degree in Business Administration in 2009 from the University of California, Irvine. She joined IDTU as a full time Programmer in 2000. Her primary responsibilities include developing and maintaining an enterprise-wide patient log system as well as creating innovative and engaging educational tools. She also serves as a Project Manager to the current Learning Management System (LMS) review process and is responsible for developing a cost-benefit analysis on the LMS options.

A learning management system is a critical infrastructure for delivering a curriculum and its associated learning activities to trainees, such as discussion forums to support problem-based learning, interactive teaching materials, online testing, and eportfolios. The current learning management system market is extremely fluid with a series of merges among commercial systems (e.g. Blackboard purchases of WebCT and ANGEL), increasing market shares of mainstream open-source systems (e.g., Moodle, Sakai), and untested market strengths of emerging open-source systems (e.g. Canvas, Entrada). This Webinar session is organized to share the recent experiences at the UCLA David Geffen School of Medicine in reviewing 8 learning management systems.

The Webinar will cover the following topics:

(1) Needs assessment involving medical students, faculty, staff and peer medical schools;

(2) Developing and obtaining a buy-in from the medical school leadership on a strategic plan that specified the goal of the review process, timeline, and decision-making steps;

(3) Recruiting Advisory Committee members

(4) Identifying priority learning management features and functions that are critical to the school’s educational mission;

(5) Arranging demos of commercial, open source and a hybrid solution of commercial/open-source approaches;

(6) Recommendation of top 3 systems to the leadership and follow-up actions

We will also discuss multiple tools we developed during the review process including 5-year cost analyses involved in adopting and implementing top 3 learning management systems. Lastly, we will share selected best examples from peer institutions as a way to suggest the future direction and roles of learning management systems in medical education.

Seminar Archive
March 13, 2012 at 12:00 pm

Digital Content and Textbooks for a Tablet-based Medical Curriculum: A Review of the iMedEd Initiative at UC Irvine

Presenter: Warren Wiechmann

Warren WiechmannWarren Wiechmann currently serves as the Faculty Director of Instructional Technologies at the University of California, Irvine, School of Medicine and the project leader for the school’s iMedEd Initiative (www.imeded.uci.edu), a comprehensive digital overhaul of the curriculum which uses the iPad as its centerpiece for curricular innovation.

Though relatively new in this position, his IT roots as a graphic designer and web applications developer pre-date his career in medicine. Throughout his medical training, he employed his programming background to enhance different facets of the medical student and resident experience, from the creation of the school’s first student intranet and online scheduling website to a comprehensive patient-tracking and management system for the UC Irvine Department of Emergency Medicine.

His interests include integration of technology to improve clinical workflows and efficiency, instructional technology and information design to enhance education, mobile and asynchronous learning, and the development of a medical student curriculum in informatics and instructional technology.

Dr. Wiechmann is also a practicing board-certified Emergency Medicine physician with the University of California, San Francisco-Fresno residency program and part of their Division of Emergency Ultrasound. He also holds a Masters in Business Administration from the Paul Merage School of Business at UC Irvine.

This webinar will take an in-depth look at the digital content being utilized in UC Irvine’s iMedEd Curriculum – one of the first iPad-based medical school curriculums. Specifically, the discussion will focus on digital textbooks – platforms available, feature comparisons, and decision-making process for acquisition – as well as apps used as supplements to the curriculum.

Seminar Archive
March 20, 2012 at 12:00 pm

WebOSCE: an online tool for remote encounters between learners and standardized patients for the practice, assessment, and remediation of clinical skills.

Presenter: Christof J. Daetwyler & Dennis H. Novack

Christof J. DaetwylerChristof J. Daetwyler, MD, has spent his career since 1994 on the development of technology for medical education. He received the European Academic Software Award twice, and was Joe Henderson’s fellow at Dartmouth’ Interactive Media Lab from 2001 till 2004. In 2004 he joined Drexel University College of Medicine, where he became instrumental in the design and development of the WebOSCE technology and of DocCom, a series of 42 on-line modules for healthcare communication education, among other projects.


Dennis H. NovackDennis H. Novack, MD, is professor of Medicine and an associate dean at the DUCOM. He is an internist who did a fellowship with George Engel and colleagues. He has devoted his career to improving medical education in physician-patient communication and a bio-psycho-social approach to care.

The novel WebOSCE technology allows learners to encounter remotely with real Standardized Patients (SPs) – using web cam equipped computers. During a WebOSCE Encounter, the learners first are given the case presentation – for example they meet with Ms. Dundee who wants to quit smoking – then they perform a smoking cessation counseling session. The SPs are trained to assess the performance using a standardized checklist. At the end of the encounter, the learners are provided with individual, constructive, high-quality feedback on each item on the scoring list. Also, they are provided with an individualized list containing learning assignments to address deficits.

WebOSCE has been developed for medical students, international graduates, and out-of-training physicians who seek re-entry into the work force to assess and enhance their clinical skills competencies. Since it functions remotely, it meets the needs of those who are homebound, living in remote areas, or having a busy schedule that does not permit easily travel.

See http://webcampus.drexelmed.edu/webosce for literature references and a video documentation on how WebOSCE works.

Seminar Archive
April 3, 2012 at 12:00 pm

Copyright and Fair Use in terms of Social Media

Presenter: Pete Anderson

Pete 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.

If there is one concept that sums up the way we use Social Media today it, would be “sharing”. We share our thoughts, our photos, and our prose. Everything we post is instantly distributed far and wide and is cached permanently on who knows how many servers around the globe. As Social Medial is used more and more in educational endeavors, issues arise regarding Copyrights, Fair Use, and other legal issues that are often viewed as annoyances by some academics. The purpose of this Web Audio Seminar is the discuss issues of Copyright and Fair Use in the context of Social Media, outline some of the basic dos and don’ts, and to provide context and compass to teaching faculty.

Seminar Archive
April 10, 2012 at 12:00 pm

Online Exams: Opportunities and Challenges

Presenter: Edward Klatt

Edward KlattEdward C. Klatt MD is Professor of Pathology in the Department of Biomedical Sciences at the Mercer University School of Medicine in Savannah, Georgia, USA. He is the Director of the Biomedical Problems Program and oversees the basic science portion of the preclinical medical curriculum. Dr. Klatt graduated from Loma Linda University medical school and then completed residency and fellowship training in pathology at the University of Southern California, where he received a faculty appointment and served as medical examiner and autopsy director. He moved to the University of Utah in 1991, becoming Professor of Pathology and Pathology Course Director as well as director of the autopsy service. In 2001, as a founding Professor, he participated in design and development of the curriculum for the Florida State University School of Medicine. He moved to the new Savannah campus of Mercer University School of Medicine in 2008. Since 1993, Dr. Klatt has developed computer-aided instructional materials as well as a World Wide Web site and CD-ROM application known as WebPath. Dr. Klatt is an author on 4 of 7 published works in the Robbins & Cotran family of pathology textbooks.

He has received over 15 awards for teaching excellence, including the Distinguished Teacher in the Basic Sciences Award in 1996 from the Alpha Omega Alpha Honor Medical Society.

The delivery of examinations for students online is now possible 24/7 worldwide. Not only formative examinations for practice with self-assessment but also summative high-stakes examinations for a grade can be provided online. This presentation will address multiple aspects of online exam development and usage. What educational resources can be made available for student self-assessment in a non-secure mode, and do they improve student outcomes? What are the institutional issues regarding development, deployment, and usage of online practice exams? For high-stakes examinations taken in a secure mode, what methods of delivery are available? How are the examination item banks developed? What kinds of questions can be placed onto these exams? What are the challenges for timely and reliable delivery of secure online exams? What are the hardware requirements? How are scores, statistical analyses, and results produced?

What are the institutional personnel requirements? Problems encountered in delivery of these exams will be presented. Institutional and student advantages for adoption of online exams will be discussed.

Seminar Archive
April 24, 2012 at 12:00 pm

MedAPS: AAMC’s New Suite of Medical Academic Performance Services

Presenter: Robby Reynolds & Terri Cameron

Robby ReynoldsRobby Reynolds, MPA, joined the Association of American Medical Colleges (AAMC) in 2002 as Assistant Director of Educational Resources with the primary responsibility of leading the development and promotion of a national curriculum database for the AAMC’s member US and Canadian medical schools. In 2005 Robby took on the new responsibility of Director of Educational Resources and co-founded MedEdPORTAL (www.mededportal.org). Robby has been instrumental in the creation, development, and promotion of MedEdPORTAL which is an internationally available online publication service that promotes the sharing of high quality peer-reviewed medical educational materials. In 2011 Robby’s portfolio expanded drastically when he launched the initiative to build and implement a suite of services and tools called the Medical Academic Performance Services (MedAPS). MedAPS (www.aamc.org/medaps) services and tools will enable AAMC member medical schools to assess their achievement of education and accreditation standards on an annual basis and promote continuous improvement. These new tools include the Curriculum Reports (www.aamc.org/curriculumreports), Accreditation Standards Self-Evaluation Tool (ASSET), Curriculum Inventory (CI), and Medical Academic Performance (MAP) Dashboard. These new tools optimize the use of medical education data, informing education research and supporting continuous improvements in academic program effectiveness.


Terri CameronTerri Cameron, MA, has been leading the development of a revised national curriculum inventory at the Association of American Medical Colleges (AAMC) since 2006. Those efforts began with CurrMIT and are now focused on the release of the Curriculum Inventory and the remainder of the new suite of Medical Academic Performance Services (MedAPS) in 2014. She was the CurrMIT Administrator at Southern Illinois University School of Medicine from CurrMIT’s first release in 1999 until her retirement from SIU as the Director of Educational Technology and Resources in 2005. She was trained as a tutor and master tutor for the Problem-Based Learning Initiative at SIU and worked with that group to develop distributed learning resources. She served as member-at-large for the Association of American Medical Colleges (AAMC) Central Group on Educational Affairs (CGEA) Executive Committee and is past convener and member of the GEA and CGEA Computers in Medical Education Special Interest Group. In 2006, she received the CGEA Golden Laureate Award for her contributions to medical education.

The AAMC is developing a new set of tools called Medical Academic Performance Servicers (MedAPS) that includes the Accreditation Standards Self-Evaluation Tool (ASSET), Curriculum Inventory Portal (CIP), and Medical Academic Performance (MAP) Dashboard. These tools optimize the use of medical education data, informing educational research and supporting continuous improvements in academic program effectiveness.

Curriculum Reports provide graphical interpretations of aggregate and historical curriculum-related information based on data collected annually by the Liaison Committee on Medical Education (LCME).

The Curriculum Inventory is a new tool that will greatly enhance health professions educators’ options for benchmarking and educational research.

Curriculum Reports and the Curriculum Inventory Portal will work together, along with other AAMC and LCME data sources, to provide demographics-based benchmarking reports and will pre-populate appropriate sections of the LCME Medical Education Database in a new system calledASSET — Accreditation Standards Self- Evaluation Tool.

The Medical Academic Performance (MAP) Dashboard will use data collected by the AAMC and LCME to provide performance reviews in medical school performance areas such as education, clinical practice, research, faculty and student recruitment and retention.

Together, these resources will provide a suite of tools to assist schools with continuous quality improvement and accreditation efforts. Ultimately, MedAPS resources will be linked to MedEdPORTAL resources, including the new iCollaborative, to provide a comprehensive reporting tool.

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