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Learning Objectives (learning + objective)
Selected AbstractsASRI-29th Annual Meeting at Caribe Royale Hotel and Convention Center, Orlando, FL, USA, June 5,9, 2009: Learning Objectives, ProgramAMERICAN JOURNAL OF REPRODUCTIVE IMMUNOLOGY, Issue 6 2009Article first published online: 6 MAY 200 First page of article [source] Atopic eczema: what's new?JOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY & VENEREOLOGY, Issue 5 2006M Möhrenschlager Abstract Atopic eczema (AE) is a chronic inflammatory skin disease characterized by recurrent intense pruritus and a typical age-related distribution of skin lesions. Several new aspects with regard to the pathogenetic background as well as strategies for prevention, diagnosis and treatment of AE have emerged. There are ongoing studies on genetic susceptibility loci, as well as environmental and nutritional factors associated with an increase or a decrease of AE lesions. The atopy patch test is now available for identification of allergens in aeroallergen-triggered AE. New topical therapies, such as the calcineurin inhibitors, have broadened the therapeutic armamentarium substantially. In order to increase knowledge and coping strategies, patient education programs have been launched. Learning objective, Upon completing this paper, the reader should be aware of new developments in AE, especially on nomenclature, prevention strategies, diagnostic tests, as well as therapeutic options. [source] The clinical benefit of moisturizersJOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY & VENEREOLOGY, Issue 6 2005M Lodén ABSTRACT Moisturizing creams marketed to consumers often contain trendy ingredients and are accompanied by exciting names and attractive claims. Moisturizers are also an important part of the dermatologist's armamentarium to treat dry skin conditions and maintain healthy skin. The products can be regarded as cosmetics, but may also be regulated as medicinal products if they are marketed against dry skin diseases, such as atopic dermatitis and ichthyosis. When moisturizers are used on the so-called dry skin, many distinct disorders that manifest themselves with the generally recognized symptoms of dryness are treated. Dryness is not a single entity, but is characterized by differences in chemistry and morphology in the epidermis depending on the internal and external stressors of the skin. Patients and the society expect dermatologists and pharmacists to be able to recommend treatment for various dry skin conditions upon evidence-based medicine. Learning objective, Upon completing this paper, the reader should be aware of different types of moisturizers and their major constituents. Furthermore, s/he will know more about the relief of dryness symptoms and the functional changes of the skin induced by moisturizers. [source] Treatment principles of atopic dermatitisJOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY & VENEREOLOGY, Issue 1 2002K. Thestrup-Pedersen Abstract Atopic dermatitis (AD) is today the most common, chronic inflammatory skin disease among children in developed countries. Its cumulative prevalence varies from 20% in northern Europe and the USA to approximately 5% in Mediterranean countries. As a chronic disease it puts a special demand on treatment. There is no curative therapy, but competent guidance on treatment principles can control the disease in most, if not all children. This article summarizes the evidence-based knowledge that relates to the treatment of atopic eczema. It also gives advice and opinions on prophylactic measures as these are the focus of interest from most parents. Learning objective This article should enable you to give advice and guidance to parents of children with AD, including what is necessary for diagnosis, what is of value and importance considering allergies and allergological investigations, allergen exposure, prophylactic measures, diets and indoor environment. Finally, you should be able to explain the diversity of treatment principles for parents. [source] Idiopathic photodermatoses: clinical, diagnostic and therapeutic aspectsJOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY & VENEREOLOGY, Issue 6 2001M Lecha Abstract Idiopathic photodermatoses are a group of photosensitivity dermatoses, which are not very frequent with the exception of polymorphous light eruption. Therefore, their recognition may not be easy for dermatologists who are not familiar with photosensitivity diseases. Learning objective The information in this review is intended for giving clinical, diagnostic and therapeutic clues for the correct management of patients. Clinical features will be described together with diagnostic relevant procedures and usual therapeutic measures. [source] Coca-Cola Enterprises invests in on-boarding at the front lines to benefit the bottom lineGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 4 2010Kelly Fritz The world's largest bottler of nonalcoholic beverages has made a training investment in new customer-facing employees as a strategy for reducing turnover, improving productivity, and increasing employee engagement. The CCE Pathway, a structured program of daily self-study, on-the-job learning, peer coaching, reflection, and weekly manager assessments, accelerates learning so that new frontline employees know everything they need to keep customers happy. The authors explain the two-to-four-week program's structure for experiential learning tailored to each position's requirements. Learning objectives for each day focus questions, conversations, and feedback on the knowledge and actions important for individual success and business results. Ongoing coaching and evaluation ensure that learning translates into performance. © 2010 Wiley Periodicals, Inc. [source] Development of a test to evaluate residents' knowledge of medical procedures,,JOURNAL OF HOSPITAL MEDICINE, Issue 7 2009Shilpa Grover MD Abstract BACKGROUND AND AIM: Knowledge of core medical procedures is required by the American Board of Internal Medicine (ABIM) for certification. Efforts to improve the training of residents in these procedures have been limited by the absence of a validated tool for the assessment of knowledge. In this study we aimed to develop a standardized test of procedural knowledge in 3 medical procedures associated with potentially serious complications. METHODS: Placement of an arterial line, central venous catheter, and thoracentesis were selected for test development. Learning objectives and multiple-choice questions were constructed for each topic. Content evidence was evaluated by critical care subspecialists. Item test characteristics were evaluated by administering the test to students, residents and specialty clinicians. Reliability of the 32-item instrument was established through its administration to 192 medical residents in 4 hospitals. RESULTS: Reliability of the instrument as measured by Cronbach's , was 0.79 and its test-retest reliability was 0.82. Median score was 53% on a test comprising elements deemed important by critical care subspecialists. Increasing number of procedures attempted, higher self-reported confidence, and increasing seniority were predictors of overall test scores. Procedural confidence correlated significantly with increasing seniority and experience. Residents performed few procedures. CONCLUSIONS: We have successfully developed a standardized instrument to assess residents' cognitive competency for 3 common procedures. Residents' overall knowledge about procedures is poor. Experiential learning is the dominant source for knowledge improvement, but these experiences are increasingly rare. Journal of Hospital Medicine 2009;4:430,432. © 2009 Society of Hospital Medicine. [source] Geriatric Emergency Medicine with Integrated Simulation CurriculumACADEMIC EMERGENCY MEDICINE, Issue 2009Chris Doty Our initiative is a replicable model curriculum that teaches emergency geriatric care principles utilizing didactics and immersive simulation. Simulated scenarios encompass principles specific to geriatric care. Major curricular principles include: 1) respect for patients' autonomy, 2) accommodating patients' physical and cognitive limitations, 3) appropriate resource utilization, and 4) accurate symptom recognition and clinical decision-making. These four basic principles are incorporated throughout the curriculum and specifically during three simulated scenarios: 1) a patient with respiratory distress in the setting of end-stage cancer and end-of-life teaches topics pertaining to living wills, health care proxies and DNR orders; 2) a fallen patient requiring a trauma evaluation and safe discharge teaches resource utilization, complex evaluation of home environment, social support principles, access to medical care concepts, and utilization of institutional social services; 3) a patient with altered mental status caused by polypharmacy and sepsis teaches geriatric diagnostic and intervention challenges. Faculty teach specific clinical tactics such as minimizing distractions, frequent reorientation, minimal use of urinary catheters and "tethering" devices, prompt triage and medical screening exams, and coordinating disposition with family, nursing, and clerical staff. The curriculum also includes large classroom didactics incorporating active learning via live streamed simulation into the resident conference room. We developed an internet-based tool to manage the curriculum and track resident participation. The tool stores and sends educational handouts via email and displays digital media (e.g., radiographs, EKGs) on screen during lectures and simulation sessions. Learning objectives are measured and reinforced with pre- and post-curriculum test questions. [source] Sources of learning in student leadership development programmingJOURNAL OF LEADERSHIP STUDIES, Issue 3 2009Scott J. Allen The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group-oriented development. [source] Empathy in medical students as related to academic performance, clinical competence and genderMEDICAL EDUCATION, Issue 6 2002M Hojat Context, Empathy is a major component of a satisfactory doctor,patient relationship and the cultivation of empathy is a learning objective proposed by the Association of American Medical Colleges (AAMC) for all American medical schools. Therefore, it is important to address the measurement of empathy, its development and its correlates in medical schools. Objectives, We designed this study to test two hypotheses: firstly, that medical students with higher empathy scores would obtain higher ratings of clinical competence in core clinical clerkships; and secondly, that women would obtain higher empathy scores than men. Materials and subjects, A 20-item empathy scale developed by the authors (Jefferson Scale of Physician Empathy) was completed by 371 third-year medical students (198 men, 173 women). Methods, Associations between empathy scores and ratings of clinical competence in six core clerkships, gender, and performance on objective examinations were studied by using t -test, analysis of variance, chi-square and correlation coefficients. Results, Both research hypotheses were confirmed. Empathy scores were associated with ratings of clinical competence and gender, but not with performance in objective examinations such as the Medical College Admission Test (MCAT), and Steps 1 and 2 of the US Medical Licensing Examinations (USMLE). Conclusions, Empathy scores are associated with ratings of clinical competence and gender. The operational measure of empathy used in this study provides opportunities to further examine educational and clinical correlates of empathy, as well as stability and changes in empathy at different stages of undergraduate and graduate medical education. [source] CURRICULUM GUIDE FOR RESEARCH ETHICS WORKSHOPS FOR COUNTRIES IN THE MIDDLE EASTDEVELOPING WORLD BIOETHICS, Issue 2 2010HENRY SILVERMAN ABSTRACT To help ensure the ethical conduct of research, many have recommended educational efforts in research ethics to investigators and members of research ethics committees (RECs). One type of education activity involves multi-day workshops in research ethics. To be effective, such workshops should contain the appropriate content and teaching techniques geared towards the learning styles of the targeted audiences. To ensure consistency in content and quality, we describe the development of a curriculum guide, core competencies and associated learning objectives and activities to help educators organize research ethics workshops in their respective institutions. The curriculum guide is divided into modular units to enable planners to develop workshops of different lengths and choose content materials that match the needs, abilities, and prior experiences of the target audiences. The content material in the curriculum guide is relevant for audiences in the Middle East, because individuals from the Middle East who participated in a Certificate Program in research ethics selected and developed the training materials (e.g., articles, powerpoint slides, case studies, protocols). Also, many of the activities incorporate active-learning methods, consisting of group work activities analyzing case studies and reviewing protocols. The development of such a workshop training curriculum guide represents a sustainable educational resource to enhance research ethics capacity in the Middle East. [source] Students' clinical experience on outreach placementsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2010M. Smith Abstract Primary care outreach placements increasingly feature in UK undergraduate dental curricula. The profile of clinical work undertaken on placement may differ from traditional hospital-based programmes and between outreach settings. An appreciation of any differences could inform curriculum development. Objective:, To compare the profiles of clinical work experienced on a traditional hospital-based programme and outreach placements in different settings. Setting:, One dental hospital and eight existing primary care block placements in England. Subjects and methods:, Subjects were four cohorts of senior dental students in one UK dental school. Departmental records provided data on students' clinical experience in different settings and their achievement of placement learning objectives. Descriptive statistics for groups were compared. Main outcome measures:, (1) Counts of patients encountered and of clinical procedures completed in the following categories: simple plastic restorations, endodontics, cast restorations, dentures, extractions and children's dentistry. (2) Student perceptions of placement learning reported via Likert scales. Results:, Outreach students encountered twice as many patients and typically completed about three times as much clinical work as students in the hospital, e.g. 44 cf 16 simple plastic restorations, seven cf two endodontic procedures. There were variations in profiles by setting. For example, amalgam being more likely to be used on outreach especially in the General Dental Service; more children's dentistry in community services and more extractions in Dental Access Centres. Students reported learning outcomes generally being achieved (average 94%) although with some variation by setting. Conclusion:, Dental outreach training greatly increases the quantity of students' clinical experience in everyday dentistry compared to a hospital-based programme. Placements also increase awareness of service delivery and develop clinical skills. There are appreciable variations between outreach settings possibly reflecting their purposes. Multiple contrasting outreach placements for each student might increase the uniformity of learning experiences. [source] Great Galway Goslings: Organizational Context of Managerial Accounting,ACCOUNTING PERSPECTIVES, Issue 3 2009Wagdy Abdallah ABSTRACT This case seeks to enhance student understanding of the relationship between accounting information and the order fulfllment and production activities of a manufacturing frm, Great Galway Goslings. Great Galway Goslings manufactures goose sculptures and has been suffering losses in recent years. Students draw on the skills they learned in financial accounting to analyze the company's order fulfllment activities, identify economic transactions, and prepare journal entries. The case provides a link to managerial accounting topics as students use segment financial statements to create contribution margin income statements, perform break-even analyses, and recommend whether Great Galway Goslings should keep its retail business segment. Students will become familiar with the key features of business process management (BPM) and the extensive, real-world activities that a manufacturing entity engages in to fll an order. Students will analyze the company's existing order fulfllment process and apply their knowledge of BPM to recommend process improvements for Great Galway. This case contributes to the accounting case literature by serving as a bridge from financial accounting to managerial accounting, intertwining many topics from managerial accounting into one cohesive case, and providing real-world business process knowledge. Student feedback indicates that, overall, the case met its stated learning objectives. Great Galway Goslings is appropriate for an undergraduate introductory managerial accounting course but can be adapted to the equivalent graduate-level course or an accounting information systems course. [source] Can a long-term continuing education course in patient counselling promote a change in the practice of Finnish community pharmacists?INTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 3 2003Heli Kansanaho assistant in social pharmacy ABSTRACT Objective To assess community pharmacists' perceptions of the impact of a long-term continuing education (CE) course on their patient counselling skills. Methods Three focus groups were conducted with the course participants (n = 17) during the last module of the CE course. Data were analysed using computer software for qualitative analysis. Key findings The focus groups revealed eight preliminary categories that were further categorised into four themes related to the learning process in patient counselling skills. The first theme related to achieving the learning objectives. The second related to personal development, understanding principles of two-way communication, and problems in their implementation in practice. The third theme related to actions taken by the participants in their work place, and the fourth involved the potential conflict between the new skills gained and the traditional communication culture in the participant's pharmacy. Conclusion The CE course provided the community pharmacists with new skills and knowledge in patient counselling and collective in-house training. The findings show that the greatest challenge is to change the communication culture of the pharmacy. To achieve this, it may be necessary for more than one pharmacist from the same pharmacy to participate in the training process at the same time. [source] Using Role-Play Scenarios in the IR Classroom: An Examination of Exercises on Peacekeeping Operations and Foreign Policy Decision MakingINTERNATIONAL STUDIES PERSPECTIVES, Issue 1 2004Carolyn M. Shaw Use of role-play scenarios in the classroom is just one of a number of active learning techniques that are being used more and more frequently to convey the more abstract concepts of international relations (IR) to students in a meaningful way. This paper examines the value of two specific role-play exercises used in an introduction to international relations course on the topics of peacekeeping and foreign policy decision making. The value of such interactive exercises is laid out in a section examining what learning objectives can be achieved by using role-play scenarios. These include promoting student interaction and input, and promoting student curiosity and creativity. The preparations necessary for conducting such an exercise are laid out, followed by a description of the exercises as they were conducted in the classroom. Finally, an assessment of the exercises provides useful feedback on the degree to which specific learning objectives were achieved, and how such exercises can be modified to be even more effective. [source] Correcting computer-based assessments for guessingJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2003R. Harper Abstract, A statistical approach to calculating the proportion of the mark that is due to guessing is presented. The use of this statistical approach using formulae in a spreadsheet to calculate the contribution to the assessment mark from guessing is demonstrated. The relationship between the learning objectives and multiple-choice assessments is considered. It is identified that in some cases maximum performance should not be set at a mark of 100% but that an allowance should be made for the maximum expected performance based on the learning objectives. The use of formulae in a spreadsheet to convert the raw assessment marks into marks or grades corrected for guessing or additionally allowing for the maximum expected mark is demonstrated. [source] The transition from knowing to doing: teaching junior doctors how to use insulin in the management of diabetes mellitusMEDICAL EDUCATION, Issue 8 2003Jennifer J Conn Objective To develop and evaluate a short education programme to improve the skills and confidence of junior doctors in managing the glycaemic control of inpatients with diabetes mellitus. Methods A total of 15 junior doctors completed two 1-hour workshops on the practical skills required to manage the glycaemic control of insulin-treated patients. The workshops were based on simulated case scenarios presented in a workbook format. Pre-workshop performance and levels of confidence were tested, using a set of tasks matched to the learning objectives. Participants were re-tested immediately after the second workshop and again after 3 months. Results There was a significant overall effect for time of testing for performance and confidence considered together, F(4,11) = 12.67, P = 0.000, power = 1.00. The mean score for performance for the intermediate and 3-month post-tests combined was significantly higher than the mean performance score for the pre-test (11.00 < [17.53 + 15.80]), t(56) = ,6.50, P = 0.000 (95% CI ,6.15, ,3.10). The mean score for confidence for the intermediate and 3 month post-tests combined was higher than the mean for the pre-test (13.20 < [15.33 + 15.20]), t(56) = 2.95, P = 0.011 (95% CI 2.19, 0.46), although this result must be treated with caution. Conclusions A brief educational intervention can improve and maintain the performance and confidence of junior doctors in managing patients with insulin-treated diabetes in a simulated environment. [source] Knowing What Works: Program EvaluationNEW DIRECTIONS FOR STUDENT SERVICES, Issue 90 2000Margaret A. Healy Program evaluation is a critical step in effective program planning. The programmer needs to know whether and how students change as a result of educational experiences. Through a systematic collection of data, the programmer gathers evidence of how programs help students meet their learning objectives and fulfill institutional goals. Further, the results of program evaluation can inform the next program planning cycle. [source] Continuous curriculum assessment and improvement: A case studyNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 112 2007Art Hill This chapter describes the simple sustainable assessment protocols followed in food science at the University of Guelph to help ensure a continuously improving curriculum that satisfies the pedagogical prescriptions of the Institute of Food Technology, the learning objectives of the university, and learning outcomes of other stakeholders, including employers, students, and faculty. [source] WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interactionOCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2005Aliki Thomas Abstract As occupational therapy expands into new practice arenas such as wellness, driver rehabilitation and ergonomics, educators are challenged to revise the curriculum as well as change educational technology. One of the changes in occupational therapy educational programmes is the utilization of on-line teaching. The purpose of this study was to evaluate the learning experiences of 42 occupational therapy students who were involved in a virtual learning environment during their six-week fieldwork placement. The results indicated that the majority of students enjoyed participating in this web-based learning environment (WebCT). A vast array of themes emerged from the on-line discussion and these themes reflected different levels of learning. Participation in WebCT during fieldwork appears to have a beneficial effect on student learning and achievement of stage 1 learning objectives by supporting students in peer learning. Other benefits include improving student autonomy during fieldwork, supporting self-directed learning and stimulating higher order thinking. Although the results of this study were positive there is still a need to further evaluate the effectiveness of web-based learning as an alternative to traditional educational methods during fieldwork education. Copyright © 2005 John Wiley & Sons, Ltd. [source] The power of objectives: Moving beyond learning objectivesPERFORMANCE IMPROVEMENT, Issue 6 2010Jack J. Phillips PhD Although the need for project objectives is obvious, their value and role are much broader than most think. In this article, we explore the need for higher levels of objectives, along with tips and techniques to develop them properly. More important, we examine the benefits of objectives from many perspectives. In today's competitive environment, most performance improvement projects and programs should have application and impact objectives. [source] Medical and midwifery students: how do they view their respective roles on the labour ward?AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 4 2002Julie A Quinlivan ABSTRACT Background It has been suggested that much of the medical and midwifery student curricula on normal pregnancy and birth could be taught as a co-operative effort between obstetric and midwifery staff. One important element of a successful combined teaching strategy would involve a determination of the extent to which the students themselves identify common learning objectives. Aim The aim of the present study was to survey medical and midwifery students about how they perceived their respective learning roles on the delivery suite. Methods A descriptive cross-sectional survey study was undertaken. The study venue was an Australian teaching and tertiary referral hospital in obstetrics and gynaecology. Survey participants were medical students who had just completed a 10 week clinical attachment in obstetrics and gynaecology during the 5th year of a six year undergraduate medical curriculum and midwifery students undertaking a one year full-time (or two year part-time) postgraduate diploma in midwifery. Results Of 130 and 52 questionnaires distributed to medical and midwifery students, response rates of 72% and 52% were achieved respectively. The key finding was that students reported a lesser role for their professional colleagues than they identified for themselves. Some medical students lacked an understanding of the role of midwives as 8%, 10%, and 23% did not feel that student midwives should observe or perform a normal birth or neonatal assessment respectively. Of equal concern, 7%, 22%, 26% and 85% of student midwives did not identify a role for medical students to observe or perform a normal birth, neonatal assessment or provide advice on breastfeeding respectively. Summary Medical and midwifery students are placed in a competitive framework and some students may not understand the complementary role of their future colleagues. Interdisciplinary teaching may facilitate co-operation between the professions and improve working relationships. [source] Promoting Teamwork: An Event-based Approach to Simulation-based Teamwork Training for Emergency Medicine ResidentsACADEMIC EMERGENCY MEDICINE, Issue 11 2008Michael A. Rosen MA Abstract The growing complexity of patient care requires that emergency physicians (EPs) master not only knowledge and procedural skills, but also the ability to effectively communicate with patients and other care providers and to coordinate patient care activities. EPs must become good team players, and consequently an emergency medicine (EM) residency program must systematically train these skills. However, because teamwork-related competencies are relatively new considerations in health care, there is a gap in the methods available to accomplish this goal. This article outlines how teamwork training for residents can be accomplished by employing simulation-based training (SBT) techniques and contributes tools and strategies for designing structured learning experiences and measurement tools that are explicitly linked to targeted teamwork competencies and learning objectives. An event-based method is described and illustrative examples of scenario design and measurement tools are provided. [source] Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approachesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2002Richard Hall Biggs has argued that teaching is most effective when it supports those activities appropriate to understanding the curriculum objectives. This paper uses Biggs' argument to analyse how a UK higher education initiative, the Chic project, has promoted learning and teaching innovation that supports collaborative, inclusive learning by integrating on-line and face-to-face delivery. Methods by which assessments, teaching processes and learning objectives can be aligned are discussed. The author identifies two project approaches to the utilisation of on-line materials within curriculum design. Staff and student questionnaires and interviews are evaluated in order to assess whether these processes promote a reflexive approach to learning. Such reflexivity depends upon stimulating the learner's emotional involvement and active engagement in undertaking achievable tasks. The paper argues that an integrated approach to on-line learning and teaching can be used to promote students' critical use, understanding and application of materials. Moreover, it is argued that this can be liberating for staff and students as long as there is a shared vision and experience upon which to act. Promoting motivation within a supportive and meaningful context is fundamental. [source] 2 Incorporation of Audience Participation Technology into Resident Curriculum ReviewACADEMIC EMERGENCY MEDICINE, Issue 2008Brian Sayger We have incorporated audience participation technology (Turning Point) into our weekly curriculum review sessions. This audience response system consists of individual remote response keypads, a USB port-compatible receiver, and software which integrates into PowerPoint. Board-style questions are written into PowerPoint slides and presented by the speaker. Rather than selecting one resident to answer a question, all audience members select an answer using their keypad. The receiver registers the answers and immediately displays a graph of the audience's responses. Questions with more incorrect answers are discussed in detail while less time is spent on questions answered correctly by most of the audience. This encourages active participation for each question and eliminates the stress of a single resident giving an incorrect answer in front of a large number of peers. Audience members are engaged throughout the hour rather than concentrating only on questions assigned to them. Residents and students discover that challenging questions are answered incorrectly by a significant number of audience members. In a short time using this system, we've seen audience discussion increase dramatically. We plan to expand our use of this technology to other lectures. Speakers will administer end-of-lecture quizzes, immediately assessing how effectively their presentation achieved its learning objectives. All residents have an assigned keypad, and their percentage of correct answers is recorded during every session. This allows the program to monitor a resident's progress and to identify areas in which the resident may need more instruction. This system has potential applications for competency assessment. [source] | |||||||||||||||||||