Автор неизвестен - Mededworld and amee 2013 conference connect - страница 99

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Summary of work: As part of a strategy to aid student learning of medical terms, the Department of Integration of Medical Sciences of the UNAM created a wiki where medical terms addressed each clinical case discussed in this course in the first year of College. Summary of results: Collaboratively, the 1121 students developed a wiki hosted in Wikispaces. Unfamiliar and important terms in each of the 4 clinical cases that were reviewed during the first year were entered into the wiki. With the help of crosswords and word searches, students reinforced the terms placed in the wiki.

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

Conclusions: The wiki is a simple, flexible and powerful tool to develop collaborative work. It is useful in the preparation of glossaries and lists of medical concepts and images that promote skills development of Curriculum 2010.

Take-home messages: A wiki aids the learning and retention of new medical terms of freshmen in the college.

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TiHoVideos - Learning of skills supported by YouTube videos

Elisabeth Schaper (University of Veterinary Medicine Hannover, Foundation, Competence Centre for e-Learning, Didactics and Educational Research in Veterinary Medicine, Hannover, Germany) Marc Dilly (University of Veterinary Medicine Hannover, Foundation, Clinical Skills Lab, Hannover, Germany) Yu-Wei Lin (University of Veterinary Medicine Hannover, Foundation, Clinic for Small Animal Medicine and Surgery, Buenteweg 9, Hannover 30559, Germany) Adelheid Pruefer (University of Veterinary Medicine Hannover, Foundation, Clinic for Small Animal Medicine and Surgery, Hannover, Germany) Andrea Tipold (University of Veterinary Medicine Hannover, Foundation, Clinic for Small Animal Medicine and Surgery, Hannover, Germany) Jan P. Ehlers (University of Veterinary Medicine Hannover, Foundation, Competence Centre for e-Learning, Didactics and Educational Research in Veterinary Medicine, Hannover, Germany)

Background: In 2012 the University of Veterinary Medicine Hannover Foundation (TiHo) has established a center for clinical skills "Clinical Skills Lab" (CSL) with funding of the Federal Ministry of Education and Research. Accompanying the CSL stations videos were produced and allocated on youtube. Summary of work: The TiHo created an own video-channel called "TiHoVideos" on the video-sharing website youtube

(http://www.youtube.com/user/TiHoVideos). The first videos were uploaded on youtube already in 2012 before the CSL-opening in February 2013. New videos are created continuously, regularly uploaded and are available on youtube.

Summary of results: An acceptance and usage analysis is to be performed after six months. Also, the number of subscribers, the number of calls and the demographic distribution will be presented in this context. Currently available are a total of 26 videos on the TiHo-channel, of which 15 are CSL-videos.

Conclusions: Students can study these videos at home, or even directly in the CSL on e.g. their mobile phone, tablet PC or notebook. They have an opportunity to make themselves familiar with the procedure for the conduct of a clinical skill. Depending on the results of the acceptance and usage analysis, the video production will be optimized and adapted. Take-home messages: Learning of skills can be supported usefully with online videos.

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Analysis of YouTube videos on physical examination of the gastrointestinal system

Samy A Azer (King Saud University, College of Medicine, Medical Education, Riyadh, Saudi Arabia) Rana A AlKhelaif (King Saud University, College of Medicine, Medical Education, P O Box 2925, Riyadh 11461, Saudi Arabia)

Sarah M AlEshaiwi (King Saud University, College of Medicine, Medical Education, Riyadh, Saudi Arabia) Hala A AlGrain (King Saud University, College of Medicine, Medical Education, Riyadh, Saudi Arabia)

Background: A number of studies have evaluated the educational contents of videos on YouTube. However, little analysis of videos covering physical examination has been made. This study aimed to analyze the YouTube videos covering the physical examination of the gastrointestinal system.

Summary of work: During the period from 2 November to 2 December, 2011. YouTube was researched by three assessors for videos covering the clinical examination of the gastrointestinal system. Only relevant videos in the English language were identified. For each video, the following information was collected: title, authors, duration, number of viewers, and total number of days on YouTube. Using criteria comprising content, technical authority and pedagogy parameters, videos were rated independently by three assessors and grouped into educationally useful and non-useful videos. Summary of results: A total of 840 videos were screened and only 24 were found to be relevant to the gastrointestinal examination. Further analysis revealed that 9 (37.5%) provided useful information on the gastrointestinal examination; scoring (mean ± SD, 15.0 ± 0.00). The other videos 15 (62.5%) were not useful educationally, scoring (11.4 ±2.31). The differences between these two categories were significant; p <0.001. The concordance between the assessors on applying the criteria was 0.89, with a kappa score > 0.86. Conclusions: The scoring system utilized by this study is simple, easy to apply and could be used by other researchers on similar topics. Take-home messages: Despite the variability in the quality of YouTube videos, there are good videos covering the gastrointestinal physical examination that can be used as a learning resource.

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Can YouTube be used as a Learning Resource for Epilepsy?

Louwai Muhammed (Oxford University, Medical Sciences, Green Templeton College, Woodstock Road,

Oxford OX2 6HG, United Kingdom)

Arjune Sen (Oxford University, Medical Sciences, Oxford, United Kingdom)

Jane Adcock (Oxford University, Medical Sciences, Oxford, United Kingdom)

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

Background: Epileptic seizures can be categorised into different subgroups largely by observing the behaviour of a patient during an attack. YouTube contains hundreds of videos claiming to capture specific seizure events. This study assessed the accuracy of these videos and their potential use as a learning tool in helping students recognise different epileptic seizures. Summary of work: A YouTube search was performed for 8 different seizure types (Tonic-Clonic, Tonic, Atonic, Absence, Myoclonic, Simple-Partial, Complex-Partial, Pseudoseizure). The top 25 results for each search term were retained and videos that showed human-beings experiencing apparently abnormal motor events were included for further analysis. Two consultant epileptologists then rated each video for technical quality, the most likely expert diagnosis, and whether the video could be recommended as a good example for student learning.

Summary of results: Of the 200 videos analysed, 114 met inclusion criteria. Fewer than half of the remaining videos were judged by expert assessors as showing the correct seizure type. Furthermore, fewer than a third of videos were rated as clear enough examples to recommend as a learning resource for students. These findings were not influenced by the technical quality of the videos as the vast majority were rated as adequate for assessment.

Conclusions: The majority of videos on YouTube claiming to show specific seizure subtypes are inaccurate. However, a small group of videos show clear examples that could be used by an expert teacher to demonstrate specific seizure types for students. Take-home messages: YouTube should not be recommended as a learning tool for students to look up seizure patterns. Instead, expert teachers should recommend individual videos from the YouTube archive.

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OPTIMED: Supporting Healthcare Professionals' Educational Continuum through an Online Self-Assessment Tool

Andre Jacques (College des medecins du Quebec, Practice Enhancement Division, Montreal, Canada) Bernard Maillet (Belgian Medical Specialists Association, Antwerp, Belgium)

Isabelle Halle (MedPlan Communications Inc., 5524 St-Patrick, Suite 200, Montreal H4E 1A8, Canada)

Background: Many educational programs are developed based on needs assessments that identify only perceived gaps in care. OPTIMED is an online, self-assessment tool designed to facilitate the identification and correction of unperceived clinical care gaps to help optimize patient management.

Summary of work: Participation rates and completed evaluation forms for practice assessment initiatives using the OPTIMED platform were assessed to determine the acceptability of the tool and its utility in assisting physicians with the assessment of clinical knowledge, integration of optimized patient care into practice and measurement of outcomes.

Summary of results: Ten practice assessment initiatives using OPTIMED have been completed. Overall, 172 specialists and 710 family physicians in Canada participated, completing a total of 8,339 patient profiles. Completed evaluation forms from 316 participants showed 98% agreed or strongly agreed the program would be valuable in promoting best practices and 97% agreed or strongly agreed the program successfully identified clinical challenges in the therapeutic field, while 70% indicated they intended to change their practice as a result of the initiative. Similarly, participating physicians indicated they would make changes to the management of 35% of the 3,745 patients for whom this question was asked. Conclusions: The OPTIMED online practice assessment tool is acceptable to both specialists and family physicians. The tool assists physicians in identifying clinical challenges and promotes changes to practice. Completion of six OPTIMED initiatives currently in progress should confirm these results. Take-home messages: Online self-assessment tools can help identify unperceived gaps in practice and promote behaviour change.

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The reality of knowledge sharing by medical students

Nayla Matar (Saint-Joseph University, Faculty of Medicine, Otolaryngology-Head and Neck Surgery, Beirut, Lebanon)

Simon Rassi (Saint-Joseph University, Faculty of Medicine, Otolaryngology-Head and Neck Surgery, Beirut, Lebanon)

Amine Haddad (Saint-Joseph University, Faculty of Medicine, Internal Medicine, Damascus Road, Beirut, Lebanon)

Fadi Haddad (Saint-Joseph University, Faculty of Medicine, Internal Medicine, Beirut, Lebanon)

Background: Tomorrow's doctors need to be life-long E-learners and team players. Medical Curricula emphasize active learning (AL) and collaborative learning (CL). Summary of work: During the ENT teaching for the 5th year medical students (MS) we aimed to shift to E-learning and encourage CL. For this purpose, we sent an E-questionnaire to assess what kind of learning material MS thought should be available on the course's website and if they were willing to contribute, on a voluntary basis, to the production of this material. Theoretical results were compared to the real contribution of the students at the end of the course. Summary of results: 82/87 responses were received. 90% were in favor of E-learning. 70% thought that contribution to the website material will allow a better understanding of ENT specialty. 49% said they were willing to contribute to the construction of the site. MS were encouraged to provide learning resources by working in groups of 6. At the end of the course, none of the students provided learning resources. Conclusions: Despite the fact that most studies report a high degree of student enthusiasm for CL, this cannot be

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

assumed for all students. Our students were reluctant to do so probably because they are not convinced enough of the importance of AL and CL. Initiatives should be taken to increase students' participation in educational management and organization by explaining the principles of adult learning and learner-centered teaching.

Take-home messages: There is a gap between what our MS say and do concerning collaborative team work.

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Student attitudes and use of tablet computers in medical education in Helsinki

Heikki Hervonen (Faculty of Medicine, University of Helsinki, Department of Biomedicine, Anatomy, Helsinki, Finland)

Teemu Masalin (University of Helsinki, IT-services, Helsinki, Finland)

Lena Selanne (Faculty of Medicine, University of Helsinki, Hjelt Insitute, Helsinki, Finland)

Suvi Viranta-Kovanen (Faculty of Medicine, University of Helsinki, Department of Biomedicine, Anatomy, PO box 63, Haartmaninkatu 8, Helsinki 00014, Finland)

Background: Faculty of Medicine at University of Helsinki applies PBL-curriculum. All the course materials are distributed in digital form. Students still use hardcopy textbooks in all courses and print lecture notes on paper. Only few use electronic devices during lectures. Next year, all the first year students will have an iPad, thanks to a grant from the Jane and Aatos Erkko Foundation.

Summary of work: We studied students' use and attitudes towards mobile devices in learning sessions. We specially surveyed students who used iPad and analyzed how iPad is used in learning in four levels based on publication by Goldsworthy and Vahtivuori & Masalin.

Summary of results: 77 % of students carry mobile equipment. 80% of them are willing to use them in learning sessions. All students with iPads use them pedagogical and instrumental way. Over 50% use iPads for content creation. Communicative use is common, but communal use appears to be almost non-existent. Conclusions: Students own mobile devices, but their use is still limited mainly to personal communication, surfing in the web, reading e-books and articles. To make full educational use of these devices, faculty should take an active role in assisting the students. Take-home messages: Mobile devices are here, and faculty is challenged to create learning environment for their efficient use.

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Tablet computer use in self-study by medical students in the University of Helsinki

Natalia Bogdan (University of Helsinki, Faculty of

Medicine, Tukholmankatu 8 B, 5. ja 6. krs PL 20,

Helsingin yliopisto 00014, Finland

Laura Kurkisuo (University of Helsinki, Faculty of

Medicine, Helsinki, Finland)

Kalle Romanov (University of Helsinki, Faculty of

Medicine, Helsinki, Finland)

Heikki Tarkkila (University of Helsinki, Faculty of

Medicine, Helsinki, Finland)

Michaela Wilkman (University of Helsinki, Faculty of Medicine, Helsinki, Finland) Anne Pitkaranta (University of Helsinki, Faculty of Medicine, Helsinki, Finland)

Background: The Helsinki University Medical School received a two-year grant from the Jane and Aatos Erkko Foundation to fund tablets for 2013-2014 incoming students. The initiative aims at introducing tablets as a tool for more interactive teaching, while also providing students with a means for versatile self-study. Summary of work: Through an e-mail questionnaire sent out to all students of the faculty, we investigated how tablets are currently used, in order to study how they can best be utilized to support learning in the future. Participants were asked to identify specific applications and resources they use, and to rate their strengths and weaknesses. Several students were individually interviewed to determine expectations and opinions on tablet use on campus. We also studied current campus IT infrastructure and the requirements for its development.

Summary of results: Tablets were used to create and share mind maps, take notes, read e-textbooks, access online medical databases, use anatomy and radiology applications and to watch learning videos. Students trust that tablets provide versatile self-directed and interactive learning opportunities. However, the use of tablets was seen as potentially distracting. Current campus network coverage was extensive but not complete.

Conclusions: The use of tablets is already providing methods for more effective learning; however, a forum should be developed for students and faculty to share learning resources and problems encountered. Campus IT infrastructure must be upgraded to allow optimal utilization of tablets.

Take-home messages: Tablets offer creative applications and methods for enhanced self-study. The Faculty should have an active role in encouraging this and providing appropriate guidance.

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Free teaching resource: e-Handbook to accompany Microlabs for Pharmacologists

Darko Modun (Darko Modun, University of Split School of Medicine, Department of Pharmacology, Soltanska 2,

Split 21000, Croatia)

ABSTRACT BOOK: SESSION 8 TUESDAY 27 AUGUST: 1400-1530

Lidija Bach-Rojecky (University of Zagreb School of Pharmacy and Biochemistry, Department of Pharmacology, Zagreb, Croatia)

Background: Microlabs for Pharmacologists is a free PC-based resource for teaching Pharmacology. It consists of several modules about different topics in Pharmacology, and it includes Tutorials, Simulations, Databases, Videos and Case studies. The recently deceased author of Microlabs, Professor of Pharmacology, Hendrik van Wilgenburg, gave his permission to the authors to produce an e-Handbook to accompany Microlabs. Summary of work: The authors have recruited colleagues, Pharmacologists, across Croatia to write the e-Handbook. The first step was to write a Croatian version of the e-Handbook and to submit it to the University of Split for an official review. After a final formal recognition of the e-Handbook as a University book, the authors translate the text to English, and prepared it for free distribution on the Internet. Summary of results: The e-Handbook is primarily focused on Simulations modules of Microlabs, virtual experiments in Pharmacodynamics (Isolated ileum) and Pharmacokinetics (Kinetic). Regarding teaching Pharmacodynamics (PD), the students are guided to draw Concentration-Response curve(s), Lineweaver-Burk and Schild plots and to determine different PD parameters, like EC50, Emax and pA2, for different agonists and antagonists, by using the provided raw data. Regarding teaching Pharmacokinetics (PK), the students are guided to draw Time-Concentration curve(s), and to estimate different PK parameters, like t1/2, Cl, Vd and AUC, for different drugs and clinical cases. For the more advanced students, or young scientists, there is a tutorial how to calculate different PK parameters, by using the provided raw data and non-compartmental analysis (NCA) approach. Conclusions: E-Handbook about virtual experiments in Microlabs for Pharmacologists will be available as a free PDF to download, at the time of the AMEE 2013.

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Smartphones for smarter doctors? A survey assessing medical students' attitudes towards using smartphone technology in their education

Thomas Cronin (University of Birmingham, College of Medical and Dental Sciences, Brimingham, United Kingdom)

Tim Robinson (University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom)

Haider Ibrahim (University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom)

Mark Jinks (University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom) Timothy Molitor (University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom)

Joshua Newman (University of Birmingham, College of Medical and Dental Sciences, Birmingham, United Kingdom)

Background: The growing popularity of smartphones means they almost certainly have a role in medical education of the future. Few studies have focused on how smartphones are perceived by medical students -knowledge which is essential if such innovations are to become commonplace. Summary of work: This was a cross-sectional questionnaire-based study involving medical students in years three, four and five at the University of Birmingham. Topics covered included reasons for and against owning a smartphone, benefits and drawbacks of using such a device as an educational tool, and opinions on particular areas where this technology could be introduced.

Summary of results: Data were obtained from 361 participants, representing a response rate of 32%. Fifty-nine per cent of students owned a smartphone; 37% of these reported using the device to support their learning. In most cases, students were positive towards the concept of smartphones as future educational aids, with 84% believing the devices would be useful or very useful. However, 64% thought smartphones would be too costly to implement and 62% felt such technology was not in the medical school's interest. Themes which emerged upon analysis of free text supported general findings, with students also mentioning issues such as potential for unprofessional behaviour and dependence upon smartphones.

Conclusions: It appears most medical students believe having a smartphone would be beneficial to their education, although further research into cost-effectiveness of mobile technology is necessary before smartphones are used more widely in an educational context.

Take-home messages: Generally, medical students are positive towards smartphone implementation on their course.

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Students' attitudes and satisfaction of Medical Parasitology e-book

Sh Khademvatan (Jundishapur University of Medical Sciences, Medical Parasitology, Ahvaz, Iran) H Abidi (Yasuj University of Medical Sciences, Management of Medical Information and University's Research Development, Deputy of Research and Technology, Yasuj 7591994799, Iran) M Zoladl (Yasuj University of Medical Sciences, Deputy of Research and Technology, Yasuj, Iran)

Background: E-books are useful resources for educational aids which provide the learning process anytime and anywhere with multi-media methods. This study aims at producing a Medical Parasitology e-book, assessing it qualitatively and quantitatively, and obtaining the attitude of the students.

Summary of work: This cross-sectional study was carried out by the participation of 43 students from Jundishapur University of Ahwaz in 2013. Firstly, using special e-book producing software for cell phones, the course was changed into JAVA format. Then, the software was given to the students with applicable instruction. After the final exam, using a researcher made questionnaire, the qualitative and quantitative parameters of that was obtained from the students. The reliability was determined (a=0.91). The raw data was analyzed by the SPSS18.

Summary of results: 45.7% of the students specified that the content of the e-book was the lecturer's speech in class. 52.4% indicated they were in favor of using e-books for other courses as well, 45.2% said it was useful for recalling the lessons concepts, 41.9% agreed that it was a new and novel way for learning, and 43.9% chose this item as much and very much for the impact on the duration of learning by using this tool. Conclusions: The Parasitology e-book is a useful and practical tool for recalling lessons at anytime and anywhere possible. It is suggested that due to its attractiveness and prompt spread of this technology in different dimensions, it should be used in other courses of clinical and basic sciences (ANDROID compatible format) at the beginning of each term.

8BB Posters: Selection for Undergraduate Studies

Location: South Hall, PCC

8BB/1

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