Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Digital Medical Education/E-Learning

null
by

Leora Rabatach

on 8 December 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Digital Medical Education/E-Learning

1993
DEFINITIONS
E
Well-designed,structured, flexible learning environment

Always aligned with course objectives

Enhanced by regular feedback
DIGITAL MEDICAL EDUCATION
Get this template from:

http://prezibase.com
Zoom in for details
T
H
A
N KS
A
N
I
N
ASYNCHRONOUS
1) Learning Objectives

2) Definitions:
synchronous (SL)
asynchronous learning (AL)

3) Theory Behind AL

4) Teaching Tools

5) Teaching Methods

6) Pros and Cons for SL and AL

6) Use of e-learning in med ed



R
L
Real time in a learning environment where students can give and gain immediate feedback
e.g., the classroom
- Transform the customer's tool using in Selligent logic. Optimize the process of experience transition between Selligent's customers

- Suggest Selligent's analytical approach for evaluation of customer's marketing campaigns effectiveness
ASYNCHRONOUS
LEARNING IN
MEDICAL EDUCATION
TEACHING METHODS
Discussion Boards / IM
Video Clips
Individual and Group Instant Messaging
Podcasts
Webcasts
Social media
Virtual Patients
Mobile Resources/References
Audio Response Systems (iClicker)

G
US - 2013 SLOAN SURVEY

2800 Colleges and Universities in the United States
2002 = 9.6 per cent of total enrollments for higher education
2012 = 33 per cent of total enrollments
SYNCHRONOUS - PROS
CONSTRUCTIONIST THEORY
Experiential learning through real life experience to construct and conditionalize knowledge

Problem-based, adaptive learning

Integrates new knowledge with existing knowledge allows for creation of original work or innovative procedures
Self-directed
Creative
Innovative
Draw upon visual/spatial, kinesthetic, verbal/linguistic, etc.
TYPES OF LEARNERS
WHAT DO E-LEARNERS NEED?
TEACHING TOOLS
a student-centered teaching method that uses information sharing outside the constraints of time and place among a network of people.
learning can occur at any time
information is retrievable all the time
e.g., online learning environment
SYNCHRONOUS
ASYNCHRONOUS
CANADA - STATS CANADA

2005 = 6.5 million canadians (over 1/4 of pop) use internet for education, training, or school work

OVERVIEW
allows students to receive immediate feedback - questions in a just-in-time environment

provides students with a great sense of belonging and companionship

instructors may have more control over the learning environment (keep students on track, tailor to student needs)

SYNCHRONOUS - CONS
Time restricted

Geographically restricted

Space restricted


ASYNCHRONOUS - PROS
Students can be located anywhere

Students can choose to learn at any time and at their own pace

Feedback can be given to students at any time

Provision of information at a rapid pace through multimedia
May be difficult for instructors to keep students engaged and on track (frequent feedback needed in this environment)

Students (and instructors!) need to be technologically capable




ASYNCHRONOUS - CONS
technology within classrooms to bridge the gap
google docs/chats
technology is a great asset but must be careful not to completely overtake it
*online collaboration and discussion are
key elements to success


1. Ensuring technical competency of students


ASYNCHRONOUS LEARNING IN MEDICAL EDUCATION
Many studies have documented no statistically significant differences in learning outcomes between on-line learning versus in person classes

Course delivery can make collaborative discussions and interactive experiences for the learner more difficult

Instructors (and students) may need to be trained on the new technology

Feedback from instructors to participants could be difficult because they were unable to see how people were reacting to their course content



CHALLENGES
Increasing demand to prepare more learners in a distributed environment (e.g., clinical practice constraints)

Need for students to tailor their learning objectives

Faculty shortages or resource-constrained countries (Brazil, India, Egypt, S. Africa)




Creation of a 'virtual campus' - explicit creation of support to simulate campus environment

Provision of learner selected alternatives (e.g., audio descriptions, animated sequences, etc.)

Use of adaptive hypermedia
TEACHING METHODS
TEACHING METHODS
New competencies for the 'e-teacher'
Design - content can be anything

Preparation - choice + how content is displayed to the learner

Execution - time takes on a whole new meaning

Assessment/evaluation - formative (e.g., educational games to develop
AND test skills) and summative (online knowledge tests, iclickers,
OSCEs)


1991 - Grow's model of teaching and learning approaches - to achieve maximum benefit (adapted for e-learning)
Laurilland 2002
PRESENT/FUTURE

Combination of on-line lecturing and small group style instruction (on-site) with project-based learning could represent a framework

Incorporates the positive benefits from both learning environments
LEARNING OBJECTIVES
Define asynchronous learning

Identify (at least) three types of tools used in AL

Discuss the pros and cons of AL in medical education
http://www.patientsafetypodcast.com/episode-guide/episode-5
Full transcript