CHILD PROTECTION – RAPID MULTIDISCIPLINARY E-LEARNING DEVELOPMENT
Joel Benson, Peter Donnelly & Paul Kirk
Cardiff University
PGMDE
Carddiff
United Kingdom
PURPOSE
The need for a learning package in Wales for Child Protection at Level 2 was reported to Wales Deanery’s E-learning Unit. After verifying this we created a team with the purpose of developing a package to be used as part of a blended programme of education across Wales
METHOD
The design process has been guided by ELU Instructional designers and a multi-disciplinary steering group representing Child protection trainers. The project is case based and presents different perspectives on each case for each group of learners (i.e. Community Worker, Allied Professions, Hospital worker, Dentist).
The media used in constructing the resource (Adobe Captivate, Flash, HTML) combined with the platform for hosting it (Moodle 1.9) presented unique possibilities. This combination allowed us to produce a high quality multimedia resource rich in learner centred activities with integrated assessment. It also allows evidence of course completion to be delivered for each learner group based on successful completion of various course components.
RESULTS
This approach resulted in the rapid production of a high quality course that kept to a single set of objectives for all learner groups. It also provides the flexibility needed to contextualise the learning experience making it relevant to adult learners.
CONCLUSION
This approach met the challenge of creating a single course that caters for very diverse learner groups. The future holds the production of more scenarios and evaluation of whether the model can be used for other subjects with equally diverse learner groups.
ACUTE PAIN MANAGEMENT
e-Demo
Joel Benson, Peter Donnelly & Paul Kirk
Cardiff University
PGMDE
Carddiff
United Kingdom
PURPOSE
The need for a learning package in Wales for Acute Pain Management was reported to Wales Deanery’s E-learning Unit. After verifying this we created a team with the purpose of developing a package to be used as part of a blended programme of education across Wales
METHOD
The design process was guided by medical experts and instructional designers. It combines behaviourist, cognitivist, and some constructivist theory with the trial-and-error type principles found in PBL and game based learning.
RESULTS
The resulting resource is a self contained, case based scenario set on a hospital ward. The learner is introduced to a ward simulation built in Adobe Flash that includes all the items they would usually find on a ward for gathering information about the case and for managing their patient’s condition.
The learner is then guided through the case from taking a pain history through to managing their patient’s pain. An integrated assessment engine evaluates each decision the learner makes and provides them with detailed feedback that incorporates any necessary learning materials.
CONCLUSION
Developing Learning objects with little or no compromise produces great results although time from start to completion is extended. The first case was developed with the idea of using it as a template. This is now complete and further scenarios are under development.
E-LEARNING SUPPORTED PBL IN MEDICAL EDUCATION: INTERACTION OF LEARNING STYLES AND LEARNING OUTCOMES
Erol Gurpinar
Akdeniz University
Antalya 07070
Turkey
PURPOSE
The aim of this study was to investigate the interaction of students’ learning styles and e- learning application usage, satisfaction with e-learning, and exam scores in problem based learning (PBL) exam.
METHODS
The e- learning application was developed to support student self-learning activities during PBL sessions in 2007-2008 academic year. Kolb’s Learning Style Inventory and a questionnaire were administered at the end of the PBL module in order to determine the students’ learning styles and their perceptions of the e-learning application. Additionally, computer log files and PBL exam scores were also compared to investigate the effect of e-learning on their academic achievements. All data comparison was based on learning styles. All statistical analyses were done using SPSS for PC (version 13.0). Chi-square and Kruskal-Wallis tests were used in statistical comparisons.
RESULTS
It was determined that the majority of students were assimilator (52.2%) and converger (25.8%). Data results of the present study revealed that 89.4% of the students used the e-learning application, and 72.7% of students were satisfied with e-learning application. There was no statistically significant difference between the four learning styles in terms of the rate of e- learning use and satisfaction with e- learning, and PBL exam scores (?2:6.73, p=0.08, ?2:3.90, p=0.27, ?2k-w=1 .98, p=0. 12, respectively).
CONCLUSIONS/ FUTURE DIRECTIONS
In the present study our hypothesis was three dependent variables (satisfaction, usage, success from the e-learning application) will vary among the students with four learning styles. However, no statistical difference was found between learning styles and three dependent variables (satisfaction, usage, success). We think suggest that e-learning application was greatly accepted by medical students belonging to each of learning styles, and therefore should be used by medical teachers in PBL and traditional courses.
DEVELOPING HIGH QUALITY E-LEARNING BY USING THE E-LEARNING LIFE CYCLE
Roel Sijstermans & Nynke Bos
Academic Medical Center – University of Amsterdam
Amsterdam 1105 AZ
The Netherlands
PURPOSE
In 2006 the Academic Medical Center – University of Amsterdam has started a new medical curriculum. One of the goals was to increase the use of high quality e-learning modules in education.
METHODS
We introduced an E-learning Life Cycle of development, evaluation and renewal to implement high quality e-learning modules in medical education:
First, the teacher and the e-learning consultant make a plan about the integration of e-learning within the course. After making a choice on different subjects, the e-learning consultant makes a scan if the preferred subject is not already an existing e-learning module. If not, the module will be developed by the teacher and an e-learning consultant. A checklist is used to consider the different quality aspects of e-learning.
After finishing the module, students have to fill out a survey, reviewing the quality and points of improvement. The questions used within the e-learning module are also analyzed statistically. Based on both results the modules and its content are yearly revised by the e-learning consultant and the teacher.
RESULTS
Students are highly satisfied with the e-learning modules used in medical education, but had comments on the quantity of text used. The most important aspect of a successful e-learning module lies within the quality of the feedback provided.
Question analysis within the e-learning module showed where students experienced difficulties on certain medical subjects, on which the teacher anticipated during lectures.
CONCLUSIONS
Using the E-learning Life Cycle, teachers will be actively stimulated to use e-learning in their education. Existing e-learning modules are reused and the quality is structurally reviewed on which the modules are adjusted. The medical content is up to date.
Structural evaluation of questions used within the module gives the teacher also a good insight in difficulties which students experience.
On our poster evaluation data will be presented as well as the different quality aspects of e-learning.
THE GRASSROOTS INITIATIVE: DOES IT WORK? AN OVERVIEW OF GRASSROOTS PROJECTS
Nynke Bos & Roel Sijstermans
Academic Medical Center – University of Amsterdam
Amsterdam 1105 AZ
The Netherlands
PURPOSE
The University of Amsterdam sponsors the Grassroots project that has been held yearly since the introduction of the new curriculum. Grassroots are designed to stimulate the use of IT in education for teachers without any previous computer experience. Ten projects get a funding of 1.000 euro for the duration for one academic year to complete their Grassroot. After completion the results are published in a brochure for promotional activities and to engage teachers to use these Grassroots in their own education. An overview of the 3 most successful Grassroots over the last few years:
1 .Pharmagame – A serious game was developed for pharmacology based on Jeopardy! A student gets MC questions on different pharmacological subjects and can earn a high score if they perform well.
Grassroot: the database was designed so that other department could easily design their own Jeopardy! In the future every trade association should have their own Jeopardy! Also research was conducted to compare the exam results of Jeopardy! users compared to non users. Costs: approx. 700 euro for development. Time: 3 months
2.Video diary of a chronic illness – In the undergraduate education more time could be spend on patient centered education. To present students with a realistic view of daily effects of a choric illness, patients who visited the hospital were asked to make a video journal to show these consequences and the effect is has on everyday living. Grassroot: the video materials were used during education but also for e-learning modules. Other courses intend to use this method too. Costs: 1400 for 4 cameras. Time: 6 months
3.Video database Medical Psychology -The faculty of Medical Psychology often encountered interesting fragments on television which could be used for education. A database was developed wherein teachers can enter the data about the show they have seen based on the online streaming from the internet.
Grassroot: the fragments will be used for education and e-learning materials, but also other faculties have interest in a video database. Costs: free software. Time: 5 months
CONCLUSION
With Grassroots is it possible not only to involve those who lack experience using IT in their education, but it also opts for the use of education in a new way that has not been done before. With little means and little funds great results can be accomplished with a Grassroots initiative. Some Grassroots were initiated by one person, but are now implemented throughout the faculty.
MUSCULOSKELETAL MEDICINE INTERACTIVE LABORATORY EXERCISE FOR FIRST YEAR MEDICAL STUDENTS
e-Demo
Quynh Giao Pham & Shelley Metten
Greater La VAHS/ David Geffen School of Medicine at UCLA
Los Angeles CA 90073
USA
METHOD
A video of each patient was obtained during a scheduled outpatient General Rehabilitation clinic visit. A written consent form was obtained from the patient for the video session. There were a total of ten patients filmed representing the following conditions: lumbar radiculopathy, frozen shoulder, sacroiliac ligament strain, plantar fasciitis, knee ligament tear, knee osteoarthritis, carpal tunnel syndrome, lateral epicondylitis, trochanteric bursitis, septic knee, and gout. Each video was incorporated into digital module that was programmed to allow the students to answer questions related to diagnosis and treatment. The module included images and relevant clinical data obtained from the patient records.
RESULTS
Ten completed digital laboratory modules have been incorporated into the Musculoskeletal Medicine course.
CONCLUSIONS
Student evaluations, anecdotal feedback, and examination results have concluded that the digital laboratory modules have been very successful. They have been taught for two years and students have indicated that the basic content and digital format have made them useful resources during their clinical years.
INNOVATIVE APPROACH TO INTRODUCE CLINICAL TREATMENT IN THE ANATOMY LAB MODULE
Quynh Pham, Sanjog Pangarkar, Andrew Schwartz & Milena Zirovich
Greater La VAHS/ David Geffen School of Medicine at UCLA
Los Angeles CA 90073
USA
PURPOSE
The purpose is to introduce first year medical students to clinical treatment approaches by developing joint and spine injection stations within the anatomy lab module. Each station is staffed by a physician specialist, utilizing unembalmed cadavers to teach joint and spine injections.
METHOD
First year medical students were introduced to various types of musculoskeletal conditions and anatomy through flash-based file modules, lectures, dissection, and pro-section. Anatomy demonstrations included the computer-based flash modules with the associated unembalmed cadaver at each station. Five stations in the anatomy lab were developed, including spine, elbow, hip, shoulder and knee. Students were taught appropriate joint and spine injection techniques based on anatomical landmarks at each station by a physician instructor.
RESULTS
The students demonstrated better understanding of key concepts and structures compared to previous classes, as demonstrated by higher test scores on anatomy practicals and multiple choice written exams.
CONCLUSIONS
Student evaluations, anecdotal feedback, and examination results demonstrate that basic anatomy modules using injections on unembalmed cadavers have been successful. This technique has been taught for three years and students have expressed its usefulness in the understanding and application of basic anatomy.
ESTABLISHING, INTEGRATING AND EXPANDING A MEDIA RICH ONLINE COURSE FOR CRANIO-MAXILLOFACIAL SURGERY
e-Demo
Marc Batschkus, Florian Thieringer & Florian Zeilhofer
Archiware
Muenchen 80331
Germany
PURPOSE
The field of cranio-maxillofacial surgery has teaching relevant specifics and calls for interdisciplinary perspective. Small and narrow anatomical structures limit practical capabilities for demonstration and training. To overcome these limitations and improve the quality of teaching images, 3D models and video are used. Aim is to increase the applicability of specific knowledge and allow better preparation for patient procedures.
METHODS
Over the course of two years an online course was developed consisting of virtual lectures, PBL with patient cases, a virtual internship in the OR and additional material like a 3D head model. Limiting the load of the workflow creating material was essential to guarantee operating while continuing expansion of the course. Measures for high data availability had to be taken to provide continuous availability of the course. PresSTORE was chosen for its high grade of automation, ease of use and remote administration.
RESULTS
Since its start in 2007 550 students and postgraduates have participated in CRANIONLINE. Evaluation showed that the course was well accepted. Continuous access to structured OR media proved to be a motivational factor for students and resulted in better understanding of complex procedures. Lecturers reported higher levels of competency of some procedures with the students.
CONCLUSIONS/ FURTHER DIRECTIONS
Benefit for students and lecturers alike encourages further expansion of CRANIONLINE – cmf surgery. Capabilities for capturing video in the OR are available and material is regularly collected. It is planned to cover the topics of craniofacial surgery and dental implantology in the near future.
THE ‘WIKIVET’ PROJECT: SUPPORTING INNOVATION IN LEARNING AND TEACHING IN VETERINARY EDUCATION
e-Demo
Gillian Brown*, Brian Cox, Richard Hammond, Susan Rhind, Tim Scase, Nick Short, Ken Smith & Kim Whittlestone
Subject Centre for Medicine
Dentistry & Veterinary Medicine
Newcastle upon Tyne NE2 4HH
United Kingdom
PURPOSE
A collaboration between the UK veterinary schools has been established in a project called ‘WikiVet’ facilitated by a Higher Education Academy funded community of practice (CoP) and supported by JISC.
METHODS
The CoP was established in April 2007 supported by funding from the Higher Education Academy. A decision was taken early on to involve undergraduate students for uploading content in to the wiki and a launch workshop was held in July 2007 to begin this process. The platform chosen for the wiki development was ‘mediawiki’ hosted on a central server.
RESULTS
The initial focus of the project has been on pathology and the wiki can be viewed at http://www.wikivet.net/. There has been significant interest across the veterinary community and the speed of its development has surpassed the expectations of those involved.
CONCLUSION/ FUTURE DIRECTIONS
Fundamental to the success of the project is the ongoing involvement of veterinary students in creating the content of the wiki with the support of subject specialists. It has been empowering to create their own dynamic learning environment using new technologies to support their learning and to make a difference to the learning activities of veterinary students everywhere.
IMPLEMENTATION OF A PATIENT SIMULATION FOR TEACHING LABORATORY MEDICINE IN A PRE-CLINICAL COURSE
Award Nominee
E-Demo
Fred Dee, Thomas Haugen, Clarence Kreiter, Timothy Leaven & Nancy Rosenthal
University of Iowa
Iowa City IA 52242
USA
PURPOSE
Teaching laboratory medicine is frequently not formalized, resulting in variable coverage. Therefore we have developed and implemented a web-based computer-assisted patient simulation (LabCAPS) that is specifically designed to facilitate teaching and testing of laboratory medicine concepts.
METHODS
LabCAPS is created in a Perl-scripted MySQL database structure. Upon engaging the simulation and reading a clinical scenario, the student sequentially prioritizes diagnostic hypotheses, orders tests and procedures, makes a diagnosis, and selects management. To develop a scoring key, up to 5 experts engage the simulation. To automatically score student performance, points for ordering a test are awarded proportional to the % of experts who also ordered the test. To prevent “gaming” the simulation scoring system, a penalty is imposed for ordering tests that no expert would order. After completion, students can view their results compared with the experts. Subsequent to this, an electronic evidence-based interpretation is provided. In the pathology course, 156 pre-clinical students were provided practice cases, and assigned one case to prepare outside of class. They then presented their assigned case and rational for their workup in a small group setting of 8 students. In a followup evaluation for reliability we enlisted 13 paid volunteer second year medical students from a separate institution to engage 8 cases each.
RESULTS
Student satisfaction ratings in the pathology course were excellent (4.2/5.0). Reliability for measuring test ordering skill showed very encouraging results (alpha = .67) in spite of the low stakes evaluation.
CONCLUSION/ FUTURE DIRECTION
We believe that the LabCAPS format can be effectively implemented in a variety of small group settings in the pre-clinical (or clinical curriculum), or for self-paced or independent learning.
ONLINE EDITING OF A NEUROLOGICAL ATLAS
Award Nominee
e-Demo
Andries de Man
LUMC
Leiden
The Netherlands
PURPOSE
Among the plethora of online neuroanatomical atlases it is hard to find one which can be easily be adapted to specific educational needs. A paper based neurological atlas, consisting of gray scale drawings of sections in three directions, has been converted to an online atlas in which neuroanatomical structures are defined as sets of polygons that exist separately from the images. Sets of structures and different naming schemes and presentation modes can easily be defined by the teacher.
METHODS
In the paper version of the anatomical atlas, anatomical structures were indicated by numbers, but no region boundaries were indicated. However, electronic versions of the unnumbered drawings were available. For the online version, all structures had to be evaluated on their educational purpose and drawn as a polygon, the coordinates of which were stored in a database. Two student-assistants performed this task online using a web-based image annotation tool developed at the Leiden University Medical Center. The coordinates allow for different representations of the structures, e.g. shaded or highlighted area’s, boundaries or labels with restricted center-of-mass arrows. The terminology of the atlas was extended, based on teacher and student input and on the online source anatomicalterms.info.
RESULTS
The paper atlas was successfully converted to an online version. Minor omissions or inconsistencies in the atlas were detected and corrected and the terminology was extended. The online atlas has been used in a basic neuroanatomical course and a psychiatry course, which required different representations of structures.
FUTURE DIRECTIONS
For common students, the atlas is currently static: they can only select and view structures defined by the teacher. In the future, the online drawing tool can also be used by students to add annotations in online discussions, as an answering mode for test questions or in a student-teacher cooperation for constructing annotated graphical assets.
PLATO, A SINGLE E.PLATFORM FOR DOCTORS TRAINING IN WALES
e-Demo
Peter Donnelly, Joel Benson, Derek Gallen & Paul Kirk
Cardiff University
PGMDE
Carddiff
United Kingdom
PURPOSE
Considering the wide array of electronic resources available to medical trainees and their Educational Supervisors the Postgraduate (PG) Deanery for Wales took the decision to set up a single e.platform for delivery and signposting of high quality resources. The learner groups include 2600 trainee doctors/dentists and their Educational Supervisors (approx 1400) working in a range of NHS Trusts in Wales who require flexible education and training programmes delivered at a pace, place and time of their choosing, informed by the requirements of specialty curricula and the Postgraduate Medical Education and Training Board (PMETB) that oversees the quality of training provision in the UK.
METHOD
The PG Deanery is using MOODLE in collaboration with Learning@NHS Wales. We have adopted a bottom-up and top-down approach to course content and user engagement. There are no fixed templates as trainees and Educational Supervisors are encouraged to design resources to meet local and/or national learning needs. Significant developments to MOODLE have allowed trainees and Consultants to be able to design and develop their own modules with minimal training. If the users require support this is provided by the Deanery E.Learning Unit staff.
RESULTS
There are currently 30 live modules that fall into 3 broad categories (1) clinical training mapped to specialty curricula –learner group doctors in training (2) clinical training for all health care staff and (3) training for those Consultants in Hospital Practice who act as supervisors. There is a variety of media used from a simple repository function (searchable trainee induction handbook) to interactive multimedia packages. Some specialties, eg ENT surgery are using a blended approach with summative assessments. Other e.modules, eg Cervical Screening Wales target General Practitioners and nurses in primary care as a part of an accredited Cert/Dip required for clinical practice.
CONCLUSIONS/ FUTURE DIRECTIONS
Users rate this ‘one stop shop’ approach and the signposting to other quality assured resources is highly valued. Future plans include expansion of the number and range of modules to meet local and national needs across all specialties in Wales plus a range of evaluations to ascertain if doctors’ practice has changed.
IMPROVING ACCESS TO CERVICAL SCREENING TRAINING VIA A BLENDED APPROACH
e-Demo
Paul Kirk, Joel Benson & Peter Donnelly
Cardiff University
Cardiff cf14 4ys
United Kingdom
PURPOSE
Medical Education and training in the U.K. has undergone significant changes recently, with the implementation of Modernising Medical Careers and the European working Time Directive. In order to meet new training needs, in an evolving working environment with new time constraints, and increased patient throughput, technology assisted learning approaches have been used to enhance and improve access to Cervical Screening training opportunities for the 2000 General Practitioners (G.P.) and G.P. Practice Nurses throughout Wales
METHODS
The Wales Deanery E-Learning Unit has developed and piloted a multimedia interactive e-learning course for Cervical Screening training. The course is hosted in the Wales Postgraduate Virtual Learning Environment – PLATO (Postgraduate Learning and Teaching Online). PLATO is used to deliver the content, provide a range of assessment types, track and monitor learner activity in a grade book, provide discussion forums and produce personalised completion certificates. The e-course is integrated with face to face teaching programmes in a blended approach.
RESULTS
This electronic demonstration will focus on principles and techniques of course construction, engagement strategy, and tangible benefits to the learner group. It will demonstrate a successful case study in the field of Cervical screening training and provide a replicatable template for a successful e-course integrated with a virtual learning environment.
CONCLUSION/ FUTURE DIRECTION
The outlined approach has provided effective solutions to the problems of delivering training to a geographically dispersed group, where busy working environments provide constraints to attending face to face sessions. The model is scalable and replicatable in other medical specialties.