Medicol

Broudo, Marc; Walsh, Charlene

doi:10.1097/00001888-200209000-00028

Cited by 58 publications

(10 citation statements)

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“…Over the last decade medical education has moved away from a traditional didactic, system with lecture-based teaching to more contemporary self-directed learning supported by case-based discussions stimulated by problem-based curricula. More recently, electronic media, such as web-based online supporting material, live streaming of lectures and downloadable applications have emerged as valuable teaching tools [ 1 – 3 ]. Yet, despite making use of modern platforms, one problem remains the same: these are often passive ways of learning, lacking interactive or integrated assessment elements (of students learning).…”

Section: Introductionmentioning

confidence: 99%

Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students

et al. 2017

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BackgroundThis study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system.MethodsAn interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery.ResultsMedical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively.ConclusionsConsiderable improvement was found in students’ knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to, most importantly, medical students.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-1058-1) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students

et al. 2017

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“…5 Although it is advocated that e-learning can replace traditional methods of teaching, 5,6 it is not suggested that it can substitute supervised sessions with trainers for surgical trainees. 6 Nevertheless, didactic lectures, case-based discussions and small-group discussion can be efficiently replaced by e-learning, 7 through which assessors can track the progress of trainees communicating electronically without time pressures, 8 as well as apply assessments, a significant element in assessing knowledge and skill acquisition. 6 This study has some limitations.…”

Section: Discussionmentioning

confidence: 99%

YouTube as an educational tool: the launch of a simulated surgical procedures channel

Yiasemidou¹,

Kordowicz²,

Siqueira³

et al. 2019

J Surg Simul

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Background: Electronic audiovisual materials have the potential to revolutionize surgical training. The widespread use of social media has made this medium more accessible to surgical trainees. The success of online resources is measured with quantitative measures such as viewer numbers, which do not necessarily reflect the quality of the didactic tools provided. The aim of this study is to assess face and content validity of YouTube as a free multimedia channel for surgical education. Methods: In 2014, Yorkshire and the Humber School of Surgery launched a YouTube educational channel aimed at providing additional multimedia training experience to core surgical trainees and anyone else who wishes to use it globally. At the time this study was conducted, the channel included 14 videos of simulated procedures and each video was linked to an online survey. Results: At the time this study was conducted, 53 viewers had answered an online survey, which was voluntary. Forty-three of the 53 responders found the uploaded videos relevant to their educational needs and 47 assessed the quality of the videos as good. The length and commentary of the videos received praise. Interestingly, the responders considered e-learning resources to be as vital as courses and books. The viewers would like to see more real procedures in future e-learning outlets. Conclusion: The YouTube channel showed good face and content validity, and viewers demonstrated good acceptance of online didactic videos. The authors suggest that the quality of online resources should be assessed with similar tools, as viewership may not necessarily reflect the value of the resources.

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“…It provides the possibility of interaction of the students with each other and with the lecturer via e-mail and information board, there is also an option to send the students daily tasks . 13 In connection with the conversion of training courses to on-line format a recent problem is to raise motivation and for this purpose problem-oriented training is increasingly applied. In one of the studies this approach contributed to the extending away from the mechanical memorizing of information to the formation of a research thinking in students.…”

Section: Assessment and Discussionmentioning

confidence: 99%

Experience of Introduction of the Online Course in Biology for Pharmacy Students in Ukraine

Olga¹,

Olga²,

Gazzavi-Rogozina³

et al. 2017

IJPER

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Introduction: Distance learning is getting more and more popular all over the world and more recently it expanded into Ukraine. The objective of work was to clarify the experience of development and principles of the on-line course "Biology and Genetics Principles" for pharmacy students in one of the oldest universities of Ukraine-National University of Pharmacy. Methods: The study was conducted using the method of observation and analysis using modern IT technologies. Analysis was conducted based on the material of the current course "Biology and Genetics Principles" which is taught to the 1st year students of the major "Pharmacy" and was approved on 87 members of the audience within 2015-2016 and 2016-2017 academic years. Assessment: on-line course "Biology and Genetics Principles" was developed based on the platform Moodle; it consists of training, communication and control modules and is taught for a period of 12-23 days. Was exposed high satisfaction of the students with learning experience in the framework of the course (5 points under the 5-point scale) and quality of communication with the tutor and the group (4.9 points under the 5-point scale). Discussion: The developed system can serve not only for the needs of the educational process, but also as the base for scientific research of the efficiency of distance learning in the process of training of specialists, particularly, in the pharmaceutical industry.

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Medicol

Cited by 58 publications

References 0 publications

Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students

Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students

YouTube as an educational tool: the launch of a simulated surgical procedures channel

Experience of Introduction of the Online Course in Biology for Pharmacy Students in Ukraine

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