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Learning Modules (learning + module)
Selected AbstractsUsing real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practiceMEDICAL EDUCATION, Issue 1 2001Jane Dammers Objectives To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). Design A questionnaire was given to all students participating in a PBL module including a question about ,the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. Setting A 7-week student-selected problem-based module in general practice in the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne. Subjects 69 students participating in the module over 2 years. Results All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned. Conclusion Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely. [source] Teaching Geriatric Medicine in Vietnam: Introduction of an interactive learning module for medical studentsAUSTRALASIAN JOURNAL ON AGEING, Issue 3 2010Anthea Broadfoot No abstract is available for this article. [source] Spreadsheet-based interactive modules for control educationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 1 2010Nourdine Aliane Abstract In the last few years, spreadsheets have become a popular computational tool and a powerful platform for performing engineering calculations. The simplicity of spreadsheet programming in addition to their plotting capabilities, and other provided utilities, make them a powerful didactic tool. This paper describes the development of interactive tools based on Excel spreadsheets for basic control education. The motivation for developing these tools was to give students special learning modules focused on transmitting the essence of dynamics of systems to achieve an accurate mental model as well as helping them understand how feedback works. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 166,174, 2010; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20221 [source] E-learning in the dermatological education at the Charité: evaluation of the last three yearsJOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT, Issue 6 2008Tilman Lüdert Summary, Background: Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charité-Universitätsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes. Methods: Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staff's opinions about e-learning were surveyed by means of a single anonymous questionnaire. Results: At the end of winter semester 2006/2007,93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching. Conclusions: Our results show that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching. [source] Receiving: The Use of Web 2.0 to Create a Dynamic Learning Forum to Enrich Resident EducationACADEMIC EMERGENCY MEDICINE, Issue 2009Adam Rosh Receiving (http://www.drhem.com) is a powerful web-based tool that encompasses web 2.0 technologies. "Web 2.0" is a term used to describe a group of loosely related network technologies that share a user-focused approach to design and functionality. It has a strong bias towards user content creation, syndication, and collaboration (McGee 2008). The use of Web 2.0 technology is rapidly being integrated into undergraduate and graduate education, which dramatically influences the ways learners approach and use information (Sandars 2007). Knowledge transfer has become a two-way process. Users no longer simply consume and download information from the web; they create and interact with it. We created this blog to facilitate resident education, communication, and productivity. Using simple, freely available blog software (Wordpress.com), this inter-disciplinary web-based forum integrates faculty-created, case-based learning modules with critical essays and articles related to the practice of emergency medicine (EM). Didactic topics are based on the EM model and include multi-media case presentations. The educational modules include a visual diagnosis section (VizD), United States Medical Licensing Examination (USMLE) board-style cases (quizzER), radiographic interpretation (radER), electrocardiogram interpretation (Tracings), and ultrasound image and video clip interpretation (Morrison's Pouch). After viewing each case, residents can submit their answers to the questions asked in each scenario. At the end of each week, a faculty member posts the answer and facilitates an online discussion of the case. A "Top 10 Leader Board" is updated weekly to reflect resident participation and display a running tally of correct answers submitted by the residents. Feedback by the residents has been very positive. In addition to the weekly interactive cases, Receiving also includes critical essays and articles on an array of topics related to EM. For example, "Law and Medicine" is a monthly essay written by an emergency physician who is also a lawyer. This module explores legal issues related to EM. "The Meeting Room" presents interviews with leading scholars in the field. "Got Public Health?", written by a resident, addresses relevant social, cultural, and political issues commonly encountered in the emergency department. "Mini Me" is dedicated to pediatric pearls and is overseen by a pediatric emergency physician. "Sherwin's Critical Care" focuses on critical care principles relevant to EM and is overseen by a faculty member. As in the didactic portion of the website, residents and faculty members are encouraged to comment on these essays and articles, offering their own expertise and interpretation on the various topics. Receiving is updated weekly. Every post has its own URL and tags allowing for quick and easy searchability and archiving. Users can search for various topics by using a built-in search feature. Receiving is linked to an RSS (Really Simple Syndication) feed, allowing users to get the latest information without having to continually check the website for updates. Residents have access to the website anytime and anywhere that the internet is available (e.g., home computer, hospital computer, IphoneÔ, BlackBerryÔ), bringing the classroom to them. This unique blend of topics and the ability to create a virtual interactive community creates a dynamic learning environment and directly enhances resident education. Receiving serves as a core educational tool for our residency, presenting interesting and relevant EM information in a collaborative and instructional environment. [source] | ||||||||||