Technology in Medical Education
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Scooped by Anne Marie Cunningham
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Learning to Teach Online with Simon McIntyre and Negin Mirriahi - YouTube

Sign up at http://www.coursera.org/course/ltto. The course Learning to Teach Online by Simon McIntyre and Negin Mirriahi from UNSW Australia (The University ...
Anne Marie Cunningham's insight:

This course has just started with 20,000 people signed up including me! Why don't you have a look in and we can discuss in the session what you think of it.

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Scooped by Daniëlle Verstegen
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Problem-Based Learning: Principles and Design | Maastricht University | NovoEd

In this MOOC the principles and design of problem-based learning (PBL) are taught using PBL as instructional method. Three tracks can be followed: 1) the role of the tutor, 2) the design of problems and courses, and 3) assessment and organization aspects of PBL.
Daniëlle Verstegen's insight:

MOOCs were among the things that we discussed in our workshop some time ago. Since then we have been working on our own MOOC about Problem-Based Learning. In this MOOC you can learn about PBL by doing -more or less- PBL.... Join us and learn whether this is possible or not. This is an experiment for us too!

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Pcw27 scenarios-and-notes

used for Pcw27 august 2014
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These are the scenarios we used in the workshop.

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Royal College :: Social Media (SoMe) Summit

Royal College :: Social Media (SoMe) Summit | Technology in Medical Education | Scoop.it
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Look out for discussion on social media in #meded at the ICRE social media summit 

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The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School

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This paper showcases a successful example of implementing this instructional model.

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Twelve tips for using social media as a medical ed... [Med Teach. 2014] - PubMed - NCBI

BACKGROUND:

We now live, learn, teach and practice medicine in the digital era. Social networking sites are used by at least half of all adults. Engagement with social media can be personal, professional, or both, for health-related and educational purposes. Use is often public. Lapses in professionalism can have devastating consequences, but when used well social media can enhance the lives of and learning by health professionals and trainees, ultimately for public good. Both risks and opportunities abound for individuals who participate, and health professionals need tips to enhance use and avoid pitfalls in their use of social media and to uphold their professional values.

AIMS AND METHODS:

This article draws upon current evidence, policies, and the authors' experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism.

RESULTS AND CONCLUSIONS:

These practical tips help the newcomer to social media get started by identifying goals, establishing comfort, and connecting. Furthermore, users can ultimately successfully contribute, engage, learn, and teach, and model professional behaviors while navigating social media.

Anne Marie Cunningham's insight:

This article is a good introduction to learn the possibilities in social media, but also to discover your own goals regarding these tools in your own teaching.

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e-Pubs.nl

e-Pubs.nl | Technology in Medical Education | Scoop.it

My PhD-thesis on serious games and blended learning is out. Serious games often are quite motivating and stimulate mental effort, but their effectiveness depends on alignment of the game tasks with the competency level of the players.

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Medical Neuroscience with Leonard E. White - YouTube

Sign up at http://www.coursera.org/course/medicalneuro. The course "Medical Neuroscience" by Associate Professor Leonard E. White of Duke University, will be...
Cardiff University School of Medicine's insight:

Here's the introductory video for a Cousera course from Duke University.

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Technology-Enhanced Simulation for Health Professions Education

Review from JAMA — Technology-Enhanced Simulation for Health Professions Education — A Systematic Review and Meta-analysis

 

Context Although technology-enhanced simulation has widespread appeal, its effectiveness remains uncertain. A comprehensive synthesis of evidence may inform the use of simulation in health professions education.

Objective To summarize the outcomes of technology-enhanced simulation training for health professions learners in comparison with no intervention.

Data Source Systematic search of MEDLINE, EMBASE, CINAHL, ERIC, PsychINFO, Scopus, key journals, and previous review bibliographies through May 2011.

Study Selection Original research in any language evaluating simulation compared with no intervention for training practicing and student physicians, nurses, dentists, and other health care professionals.

Data Extraction Reviewers working in duplicate evaluated quality and abstracted information on learners, instructional design (curricular integration, distributing training over multiple days, feedback, mastery learning, and repetitive practice), and outcomes. We coded skills (performance in a test setting) separately for time, process, and product measures, and similarly classified patient care behaviors.

Data Synthesis From a pool of 10 903 articles, we identified 609 eligible studies enrolling 35 226 trainees. Of these, 137 were randomized studies, 67 were nonrandomized studies with 2 or more groups, and 405 used a single-group pretest-posttest design. We pooled effect sizes using random effects. Heterogeneity was large (I2>50%) in all main analyses. In comparison with no intervention, pooled effect sizes were 1.20 (95% CI, 1.04-1.35) for knowledge outcomes (n = 118 studies), 1.14 (95% CI, 1.03-1.25) for time skills (n = 210), 1.09 (95% CI, 1.03-1.16) for process skills (n = 426), 1.18 (95% CI, 0.98-1.37) for product skills (n = 54), 0.79 (95% CI, 0.47-1.10) for time behaviors (n = 20), 0.81 (95% CI, 0.66-0.96) for other behaviors (n = 50), and 0.50 (95% CI, 0.34-0.66) for direct effects on patients (n = 32). Subgroup analyses revealed no consistent statistically significant interactions between simulation training and instructional design features or study quality.

Conclusion In comparison with no intervention, technology-enhanced simulation training in health professions education is consistently associated with large effects for outcomes of knowledge, skills, and behaviors and moderate effects for patient-related outcomes.

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This is a great overview on what the research says about effectiveness of simulation programs and on design characteristics.

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Disease and Medicine MOOCs/free online courses list | Class Central

Disease and Medicine MOOCs/free online courses list | Class Central | Technology in Medical Education | Scoop.it
List of Disease and Medicine free online courses/MOOCs aggregated by Class Central. Courses are categorized according to start dates into Recently Started, Just Announced, Upcoming, Self Paced, Ongoing, and Finished
Anne Marie Cunningham's insight:

This is a database of many different free online courses related to medicine. 

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