Evaluation of an Interactive Case-based Online Network (ICON) in a Problem Based Learning Environment

Nathoo, Arif; Goldhoff, Patricia; Quattrochi, James J.

doi:10.1007/s10459-005-7851-3

Cited by 28 publications

(17 citation statements)

References 17 publications

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“…Also, ongoing faculty time commitments to an online discussion group can be significant. 20,21 Finally, each WBL experience comes at the expense of learner time that might have been devoted to other purposes. Educators often capitalise on the flexible scheduling of WBL activities without taking into account the cumulative time required to complete all assignments.…”

Section: Costmentioning

confidence: 99%

Web-based learning: pros, cons and controversies

2007

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-Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (eg for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.KEY WORDS: distance learning, e-learning, instructional design, instructional method, internet, medical education IntroductionThe internet is more frequently becoming a part of our daily lives, and its presence in medical education is unmistakable. Web-based courses seem to dominate the attention of educators and students. If presentations at international conferences are any indication, the interest in this new instructional medium is indeed commanding. At the 2005 meeting of the Association for Medical Education in Europe, for example, at least 104 presentations dealt with various aspects of web-based learning (WBL). 1 But is all this hype warranted? Is WBL really all it is cracked up to be, or is it just a fad? This article will attempt to answer that question. What is web-based learning?Web-based learning encompasses all educational interventions that make use of the internet (or a local intranet). There are currently three broad classifications or configurations within WBL: tutorials, online discussion groups, and virtual patients. The distinctions between these configurations are often blurred, and in fact a given WBL intervention might use a combination of two or three, but the implications for teaching warrant a conceptual, albeit at times arbitrary, separation.Online tutorials are similar to face-to-face lectures. They generally consist of information structured by the teacher in a way that will (hopefully) facilitate learning. Tutorials are often enhanced by features such as multimedia (sound, pictures, movies, and animations), links to online resources (full-text journal articles or related websites) and other areas within the course, and self-assessment tools. Effective online tutorials often also make use of patient cases.Online discussion is similar to the face-to-face small group session. As with any small group, there may be an element of didactic teaching from the instructor (eg a brief tutorial) but the heart of the teaching lies in group discussion. Teachers take on the role of facilitators -defining the scope of the disc...

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Section: Costmentioning

confidence: 99%

Web-based learning: pros, cons and controversies

2007

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“…Faculty identified enhanced engagement with students and more realistic student experiences as the most beneficial characteristics (Nathoo et al 2005).…”

Section: Researchmentioning

confidence: 99%

Members posters

2009

Medical Education

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Reliability of the use of a diagnosticassessment tool in relation to the performance of foundation doctors using a simulated ward exercise J S Ker BackgroundThere is increasing demand for medical school curricula to cover "human" qualities essential to good practice, such as empathy, advanced communication skills and team working. The medical humanities have much to contribute to this, but integrating humanities into the curriculum is a challenge for academics in medical education and clinician educators who may be sceptical about relevance.Students can be resistant to ideas they suspect might be superfluous or 'woolly', and experts may feel defensive of their own disciplines in a new field. How can medical humanities be delivered in a way that overcomes disciplinary differences and provides clear clinical relevance? Work doneWe describe the establishment of an innovative medical humanities curriculum at one of the new UK medical schools. We chart development from an academic-led discipline to an integrative curriculum theme staffed by a collaborative team of academic/artists/clinician and student/patient 'partners'. We illustrate experiences of collaborative planning, resulting in an innovative and popular portfolio of plenaries, workshops and extracurricular activities. We also discuss an assessment strategy for this curriculum theme. ConclusionsTaking into account multi-professional interaction, and the practical realities of teaching humanities to medical students, we outline the challenges and benefits of adopting a collaborative approach. We emphasize particularly the importance of balancing rigorous theoretical underpinnings with clinical relevance and testing the impact of our efforts with appropriate assessment methods. Take home messagesThe integration of academic and clinical staff with artists, students and patients in curriculum development is initially challenging but highly beneficial to professional development. It is invaluable in helping staff and students critically to explore subjective, creative and 'humane' aspects of their medical learning, knowledge and practice. 117The Design, Implementation The need for all health care staff to practice professionally, treating patients with respect and recognising diversity is firmly embedded in modern practice and in society. In recognition of the need for culturally competent patient care, undergraduate and postgraduate curricula for health professionals within the UK now have an increased focus in this area. Recent years have seen a significant increase in published studies describing formal teaching of cultural competence. However, instances where cultural/diversity issues are formally assessed within training programmes are more rare. From the perspective that assessment drives learning, and that the engagement of trainees during equality and diversity training can be challenging, we have designed and implemented a cultural competence programme for postgraduate Vocational Dental Practitioners (VDPs) within Scotland that includes a formal OSCE as...

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“…Cognitive theory of learning advocates that learning is based on mental processes [3,4,5]. According to cognitive theory, the learning process comes out of experience, perception, memory and overtly verbal thinking [6].…”

Section: Introductionmentioning

confidence: 99%

Classification Accuracy in Cognitive Load for Users Preference in Web based Learning

Jayasimman¹,

Raj²

2012

IJCA

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With increasing popularity of web based learning, it is required to design the web layout to reduce cognitive load. Cognitive load theory is widely used to predict the effectiveness of the web based and multimedia learning. The cognitive load induced by instructional and multimedia modes are measured by indirect or subjective methods. Questionnaires are one common form of measuring cognitive load indirectly. In this paper, a questionnaire is prepared to identify the cognitive load of the student and his website preferences in a web learning environment. The cognitive attributes are used as the training input for the Naïve Bayes, Classification Regression Tree(CART), Random Forest and Random Tree for classification. Based on the response of the user, areas for improvement in layout of the web learning system are identified.

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Evaluation of an Interactive Case-based Online Network (ICON) in a Problem Based Learning Environment

Cited by 28 publications

References 17 publications

Web-based learning: pros, cons and controversies

Web-based learning: pros, cons and controversies

Members posters

Classification Accuracy in Cognitive Load for Users Preference in Web based Learning

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