Medical student involvement in website development

Rosenbaum, Benjamin P.; Gorrindo, Tristan; Patel, Sanjay G.; McTigue, Michael P.; Rodgers, Scott; Miller, Bonnie M.

doi:10.1080/01421590802206713

Cited by 4 publications

(6 citation statements)

References 10 publications

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“…Table 3 lists studies that adopted various LMSs to support problem-based approaches. These included the application of WebCT [ 49 ], VMS Portal [ 50 ] to manage inquiry-based materials and activities for PBL curricula, and iSUS for self-directed learning [ 51 ].…”

Section: Resultsmentioning

confidence: 99%

“…With regard to the question of scaffolding, some of the previous studies noted that monitoring, support, and development are important for efficient and positive implementation of an LMS in PBL curricula. In the VMS Portal project [ 50 ], medical students were involved in website development to help, consolidate, integrate, and develop Web resources for their peers. Critical to successful scaffolding in PBL are tutor facilitation strategies [ 10 ].…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Jin¹,

Bridges²

2014

J Med Internet Res

161

123

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BackgroundAs a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date.ObjectiveThe aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning.MethodsA comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs).ResultsOf 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances.ConclusionsThis literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Jin¹,

Bridges²

2014

J Med Internet Res

161

123

View full text Add to dashboard Cite

show abstract

“…This hypothesis is supported by a recent study by Rosenbaum et al [16]. They evaluated medical student involvement in the development of a website to act as each individual medical student's homepage.…”

Section: Discussionmentioning

confidence: 72%

Strategic Improvements for Gross Anatomy Web-Based Teaching

Marker

Juluru

Long

et al. 2012

Anatomy Research International

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Current generations of graduate students have been immersed in technology from their early school years and have high expectations regarding digital resources. To better meet the expectations of Gross Anatomy students at our institution, electronic radiology teaching files for first-year coursework were organized into a web site. The web site was custom designed to provide material that directly correlated to the Gross Anatomy dissection and lectures. Quick links provided sets of images grouped by anatomic location. Additionally, Lab and Study Companions provided specific material for the students to review prior to and after lectures and gross dissections. Student opinions of this education resource were compared to student opinions of the prior year's digital teaching files. The new content was ranked as more user friendly (3.1 points versus 2.3 points) and more useful for learning anatomy (3.3 points versus 2.6 points). Many students reported that using the web portal was critical in helping them to better understand relationships of anatomical structures. These findings suggest that a well-organized web portal can provide a user-friendly, valuable educational resource for medical students who are studying Gross Anatomy.

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“…Success in overcoming these barriers depends on a systematic approach to project development, including the critical need for learner involvement throughout the process [ 9 , 11 , 14 ]. Medical students can shape technology development and integration efforts because they better understand student culture and goals, are often more comfortable with IT than faculty, and can offer creative ideas outside of traditional approaches [ 15 - 17 ]. Despite these calls for student involvement, only 21% of United States and Canadian medical schools surveyed sought student input on new applications and services, and even fewer engaged students in student-led contributions to educational technologies [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee

Shenson¹,

Adams²,

Ahmed³

et al. 2015

JMIR Medical Education

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BackgroundAs technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today’s digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges.ObjectiveThe objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students’ valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed.MethodsA committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students.ResultsThe committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field’s understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students’ needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee’s success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives.ConclusionsStudents should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community.

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Medical student involvement in website development

Abstract: In the VMS Portal project, medical students were uniquely positioned to help consolidate, integrate, and develop Web resources for peers. As other medical schools create and expand digital resources, the valuable input and perspective of medical students should be solicited.

Cited by 4 publications

References 10 publications

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

Strategic Improvements for Gross Anatomy Web-Based Teaching

Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee

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