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Author: Brian S McGowan, PhD

ABSTRACT: I feel disconnected: learning technologies in resident education.

Abstract
With the rapid development of technology in medical education, orthopaedic educators are recognizing that the way residents learn and access information is profoundly changing. Residency programs are faced with the challenging problem that current educational methods are not designed to take full advantage of the information explosion and rapid technologic changes. This disconnection is often seen in the potentially separate approaches to education preferred by residents and orthopaedic educators. Becoming connected with residents requires understanding the possible learning technologies available and the learners’ abilities, needs, and expectations. It is often assumed that approaches to strategic lifelong learning are developed by residents during their training; however, without the incorporation of technology into the learning environment, residents will not be taught the digital literacy and information management strategies that will be needed in the future. To improve learning, it is important to highlight and discuss current technologic trends in education, the possible technologic disconnection between educators and learners, the types of learning technologies available, and the potential opportunities for getting connected.

via I feel disconnected: learning technologies… [Instr Course Lect. 2013] – PubMed – NCBI.

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ABSTRACT: The use of web-based learning for simulation-based education and training of central venous catheterization in novice learners

Abstract
Both simulation-based education and training (SBET) and Web-based Learning (WBL) are increasingly used in medical education. We developed a Web-based learning course on “Observational Practice and Educational Networking” (OPEN), to augment SBET for central venous catheterization (CVC), a complex clinical skill, for novice learners. This pilot study aimed to firstly, understand the perspectives of novice learners on using WBL in preparation for SBET for a psychomotor skill and secondly, to observe how learners use the OPEN courseware to learn more about how to perform this skill

via The use of web-based learning for… [Stud Health Technol Inform. 2013] – PubMed – NCBI.

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ABSTRACT: Web-based learning and computer supported collaborative learning for psychomotor skill acquisition: perspectives of medical undergraduate students.

Abstract
There is a lack of evidence for the use of Web-based Learning (WBL) and Computer Supported Collaborative Learning (CSCL) for acquiring psychomotor skills in medical education. In this study, we surveyed medical undergraduate students attending a simulation based training session for central line insertion on their perspectives and utilization of WBL and CSCL for acquisition of a complex psychomotor skill.

via Web-based learning and computer s… [Stud Health Technol Inform. 2013] – PubMed – NCBI.

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ABSTRACT: Perceptions of the roles of social networking in simulation augmented medical education and training.

Abstract: Simulation-augmented education and training SAET is an expensive educational tool that may be facilitated through social networking technologies or Computer Supported Collaborative Learning CSCL. This study examined the perceptions of medical undergraduates participating in SAET for knot tying skills to identify perceptions and barriers to implementation of social networking technologies within a broader medical education curriculum. The majority of participants 89% found CSCL aided their learning of the technical skill and identified privacy and accessibility as major barriers to the tools implementation.

via Perceptions of the roles of socia… [Stud Health Technol Inform. 2013] – PubMed – NCBI.

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MANUSCRIPT: Teachers perceptions of aspects affecting seminar learning: a qualitative study

Background: Many medical schools have embraced small group learning methods in their undergraduate curricula. Given increasing financial constraints on universities, active learning groups like seminars with 25 students a group are gaining popularity. To enhance the understanding of seminar learning and to determine how seminar learning can be optimised it is important to investigate stakeholders views. In this study, we qualitatively explored the views of teachers on aspects affecting seminar learning. Methods: Twenty-four teachers with experience in facilitating seminars in a three-year bachelor curriculum participated in semi-structured focus group interviews. Three focus groups met twice with an interval of two weeks led by one moderator. Sessions were audio taped, transcribed verbatim and independently coded by two researchers using thematic analysis. An iterative process of data reduction resulted in emerging aspects that influence seminar learning. Results: Teachers identified seven key aspects affecting seminar learning: the seminar teacher, students, preparation, group functioning, seminar goals and content, course coherence and schedule and facilities. Important components of these aspects were: the teachers role in developing seminars ownership, the amount and quality of preparation materials, a non-threatening learning climate, continuity of group composition, suitability of subjects for seminar teaching, the number and quality of seminar questions, and alignment of different course activities.ConclusionsThe results of this study contribute to the unravelling of the the black box of seminar learning. Suggestions for ways to optimise active learning in seminars are made regarding curriculum development, seminar content, quality assurance and faculty development.

via BMC Medical Education | Abstract | Teachers perceptions of aspects affecting seminar learning: a qualitative study.

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MANUSCRIPT: WikiBuild: a new online collaboration process for multistakeholder tool development and consensus building

Abstract
BACKGROUND:
Production of media such as patient education tools requires methods that can integrate multiple stakeholder perspectives. Existing consensus techniques are poorly suited to design of visual media, can be expensive and logistically demanding, and are subject to caveats arising from group dynamics such as participant hierarchies.
OBJECTIVE:
Our objective was to develop a method that enables multistakeholder tool building while averting these difficulties.
METHODS:
We developed a wiki-inspired method and tested this through the collaborative design of an asthma action plan (AAP). In the development stage, we developed the Web-based tool by (1) establishing AAP content and format options, (2) building a Web-based application capable of representing each content and format permutation, (3) testing this tool among stakeholders, and (4) revising this tool based on stakeholder feedback. In the wiki stage, groups of participants used the revised tool in three separate 1-week “wiki” periods during which each group collaboratively authored an AAP by making multiple online selections.
RESULTS:
In the development stage, we recruited 16 participants (9/16 male) (4 pulmonologists, 4 primary care physicians, 3 certified asthma educators, and 5 patients) for system testing. The mean System Usability Scale (SUS) score for the tool used in testing was 72.2 (SD 10.2). In the wiki stage, we recruited 41 participants (15/41 male) (9 pulmonologists, 6 primary care physicians, 5 certified asthma educators, and 21 patients) from diverse locations. The mean SUS score for the revised tool was 75.9 (SD 19.6). Users made 872, 466, and 599 successful changes to the AAP in weeks 1, 2, and 3, respectively. The site was used actively for a mean of 32.0 hours per week, of which 3.1 hours per week (9.7%) constituted synchronous multiuser use (2-4 users at the same time). Participants averaged 23 (SD 33) minutes of login time and made 7.7 (SD 15) changes to the AAP per day. Among participants, 28/35 (80%) were satisfied with the final AAP, and only 3/34 (9%) perceived interstakeholder group hierarchies.
CONCLUSION:
Use of a wiki-inspired method allowed for effective collaborative design of content and format aspects of an AAP while minimizing logistical requirements, maximizing geographical representation, and mitigating hierarchical group dynamics. Our method faced unique software and hardware challenges, and raises certain questions regarding its effect on group functioning. Potential uses of our method are broad, and further studies are required.

via WikiBuild: a new online collaboration pro… [J Med Internet Res. 2011] – PubMed – NCBI.

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ABSTRACT: How we use social media to supplement a novel curriculum in medical education.

Abstract
BACKGROUND:
The millennial learner is reliant on technology to gain knowledge. Social media in the form of Twitter and Facebook provide a unique way to reach these learners.
AIMS:
To demonstrate a supplement to a curriculum using “push technology” via Twitter and Facebook to deliver educational content to mobile devices.
METHODS:
A curriculum consisting of high-yield ultrasound concepts was developed and posted to Twitter @EDUltrasound daily. Followers received tweets “pushed” directly to their mobile devices. Following the year-long program, followers were surveyed regarding the program’s effectiveness. To determine the ways in which tweets were reaching users, followers were categorized demographically.
RESULTS:
Daily “tweets” were posted each morning beginning on July 1, 2010. By the end of the year, there were 87 followers on Twitter and 78 on Facebook. The majority of followers (55.6%) had not previously used Twitter. The majority of followers (88.9%) found Twitter user-friendly, while most (81.5%) found the information useful.
CONCLUSIONS:
Due to ease of use and widespread applicability, Twitter and Facebook are excellent applications of “push technology” as a means to deliver educational content. This pilot project demonstrates the potential of social media to both supplement and enhance traditional educational methods.

via How we use social media to supplement a novel curr… [Med Teach. 2012] – PubMed – NCBI.

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MANUSCRIPT: Redesigning Continuing Education in the Health Professions – Institute of Medicine (2010)

A workforce of knowledgeable health professionals is critical to the discovery and application of health care practices to prevent disease and promote wellbeing. Yet today’s professional health workforce is not consistently prepared to provide high quality health care and assure patient safety. One contributing factor to this problem is the absence of a comprehensive and well-integrated system of continuing education in the health professions.

At the request of the Josiah Macy, Jr. Foundation, the IOM convened a committee to consider the establishment of a national interprofessional continuing education institute dedicated to the improvement of continuing education for the health care workforce. The committee’s report, Redesigning Continuing Education in the Health Professions, examines continuing education for all health professionals, explores development of a national continuing education institute, and offers guidance on the establishment and operation of an institute to develop a coordinated continuing professional development system.

via Redesigning Continuing Education in the Health Professions – Institute of Medicine.

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MANUSCRIPT: Effectiveness of Continuing Medical Education (2007 AHRQ Report)

Results: Of the 68,000 citations identified by literature searching, 136 articles and 9 systematic reviews ultimately met our eligibility criteria. The overall quality of the literature was low and consequently firm conclusions were not possible. Despite this, the literature overall supported the concept that CME was effective, at least to some degree, in achieving and maintaining the objectives studied, including knowledge (22 of 28 studies), attitudes (22 of 26), skills (12 of 15), practice behavior (61 of 105), and clinical practice outcomes (14 of 33). Common themes included that live media was more effective than print, multimedia was more effective than single media interventions, and multiple exposures were more effective than a single exposure. The number of articles that addressed internal and/or external characteristics of CME activities was too small and the studies too heterogeneous to determine if any of these are crucial for CME success. Evidence was limited on the reliability and validity of the tools that have been used to assess CME effectiveness. Based on previous reviews, the evidence indicates that simulation methods in medical education are effective in the dissemination of psychomotor and procedural skills.

http://archive.ahrq.gov/downloads/pub/evidence/pdf/cme/cme.pdf

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MANUSCRIPT: Putting the Public into Public Health Information Dissemination: Social Media and Health-related Web Pages

ABSTRACT
Public health information dissemination represents an interesting combination of broadcasting, sharing, and retrieving relevant health information. Social media-based public health information dissemination offers some particularly interesting characteristics, as individual users or members of the public actually carry out the actions that constitute the dissemination. These actions also may inherently provide novel evaluative information from a document computing perspective, providing information in relation to both documents and indeed the social media users or health consumers themselves. This paper discusses the novel aspects of social media-based public health information dissemination, including a comparison of its characteristics with search engine-based Web document retrieval. A preliminary analysis of a sample of public health advice tweets taken from a larger sample of over 4700 tweets sent by Australian health-related organization in February 2012 is described. Various preliminary measures are analyzed from this data to initially suggest possible characteristics of public health information dissemination and document evaluation in micro-blog-based systems based on this sample.

 

http://sydney.edu.au/health-sciences/health-informatics-statistics/computation_innovation/social-media-health.pdf

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