Communication and information technology in medical education

Ward, Jeremy; Gordon, Jill; Field, Michael J.; Lehmann, Harold P.

doi:10.1016/s0140-6736(00)04173-8

Cited by 245 publications

(183 citation statements)

References 11 publications

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“…In the last few decades, e-learning has gained popularity in medical education (Ward et al 2001;Ruiz et al 2006). E-learning provides teachers with the opportunity to facilitate learning opportunities outside the classroom (Alonso et al 2005).…”

Section: E-learningmentioning

confidence: 99%

Students generate items for an online formative assessment: Is it motivating?

et al. 2016

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Background: A reported problem with e-learning is sustaining students' motivation. We propose a framework explaining to what extent an e-learning task is motivating. This framework includes students' perceived Value of the task, Competence in executing the task, Autonomy over how to carry out the task, and Relatedness. Methods: To test this framework, students generated items in an online environment and answered questions developed by their fellow students. Motivation was measured by analyzing engagement with the task, with an open-ended questionnaire about engagement, and with the motivated strategies for learning questionnaire (MSLQ). Results: Students developed 59 questions and answered 1776 times on the questions. Differences between students who did or did not engage in the task are explained by the degree of self-regulation, time management, and effort regulation students report. There was a significant relationship between student engagement and achievement after controlling for previous academic achievement. Conclusions: This study proposes a way of explaining the motivational value of an e-learning task by looking at students' perceived competence, autonomy, value of the task, and relatedness. Student-generated items are considered of high task value, and help to perceive relatedness between students. With the right instruction, students feel competent to engage in the task.

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Section: E-learningmentioning

confidence: 99%

Students generate items for an online formative assessment: Is it motivating?

et al. 2016

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“…Sociedade, esta em que as tecnologias de informação e comunicação (TICs) estão em crescente difusão, impactando os ambientes de ensino-aprendizagem, particularmente as formas de comunicação entre seus principais atores: professores e alunos 15 .…”

Section: Introductionunclassified

“…Entretanto, o uso da tecnologia em si não é garantia de sucesso nem de qualidade no processo de ensino-aprendizagem 24 . Apesar das potencialidades anunciadas, é preciso considerar os problemas existentes na relação entre as TICs e a educação médica, tais como: inadequação dos modelos pedagógicos adotados; dificuldades de integração curricular; falta de familiaridade do docente com as TICs no ensino; e ausência de processos de avaliação adequados 15 . No sentido de facilitar a disseminação do uso de TICs nas práticas pedagógicas em saúde, uma ferramenta de autoria de cursos na Internet, Constructore, foi desenvolvida na UFRJ, a partir de um processo de pesquisa marcado pela colaboração entre profissionais de diversas áreas (tecnologia educacional, informática, web design, professores-pesquisadores das ciên-cias e saúde) e pela contínua construção de conhecimento e de formação contextualizada dos professores envolvidos, que se disponibilizaram a integrá-la em suas práticas educativas 25 .…”

Section: Introductionunclassified

“…A pesquisa bibliográfica, especificamente sobre TICs e AVAs na educação médica, apontou muitos relatos de experiências de uso por diferentes disciplinas de áreas básicas e também de áreas clínicas para graduação, pós-graduação e educação continuada, tais como: ambientes virtuais de cirurgias e simuladores, de pacientes e casos clínicos e de modelos animais. Além disso, há relatos de uso das TICs como fonte de informação (apresentando textos, animações, imagens), como ferramenta de integração dos alunos (trabalhos em grupo, colaborativos, discussão de casos clínicos integrando conteúdos de áreas básicas) e como ferramenta de avaliação somativa e formativa (utilizando portfólios eletrônicos ou relatórios de atividades práticas) 15,16,19,[36][37][38][39][40] . Há ainda experiências de ensino em cursos semipresenciais utilizando diversas abordagens pedagógicas simultaneamente 41 .…”

Section: Introductionunclassified

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Tecnologias de informação e comunicação e ensino semipresencial na educação médica

Goudouris

Giannella

Struchiner

2013

Rev. bras. educ. med.

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“…6 Online resources can be accessed on demand allowing immediate or delayed repetition and selftesting. 7 Online discussions allow a greater range of perspectives and ideas to be dispersed to students. 8 Potential problems with this approach include technical issues such as accessibility, a trainee's level of information technology (IT) literacy, and site content and structure.…”

Section: Introductionmentioning

confidence: 99%

Development of a web-based training programme for respiratory physicians in Yorkshire

2010

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-This article describes the establishment of a web-based training programme for postgraduate respiratory trainees. A pilot survey assessed trainees' experiences of online learning. All trainees had used the internet for work-related purposes with commonly used resources being Google, national society websites and specialty journals. A modular training programme based on article review, multiple choice questions (MCQs) and a reflective feedback exercise was subsequently established and trainees' experiences reviewed at three and 15 months. Trainees found that topics covered were appropriate, contained novel information and subjectively impacted on practice. Common problems were technical difficulties accessing the site (37%) and journal articles (74%), ambiguity of MCQs and difficulty finding time during normal working hours to complete modules. Trainees felt that feedback from MCQs and discussion with colleagues and their educational supervisor were useful methods to support their learning, but did not find the self-reflection exercise helpful.

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Communication and information technology in medical education

Cited by 245 publications

References 11 publications

Students generate items for an online formative assessment: Is it motivating?

Students generate items for an online formative assessment: Is it motivating?

Tecnologias de informação e comunicação e ensino semipresencial na educação médica

Development of a web-based training programme for respiratory physicians in Yorkshire

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