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Author: Brian S McGowan, PhD

My Top Five: Starting 2015 Off with a Bang!

It strikes me that, with the Alliance meeting occurring so close to the New Year’s Holiday, as I plan for the Annual Meeting I always feel inspired to take stock of what we’ve achieved and what the immediate future holds. The reality is that at this time of year everywhere I look there is some list reflecting on or recounting what 2014 brought us – from politics, to sports, to entertainment. To make our list a little different I’d like to look forward and explore what 2015 holds for us and our Partners.

What follows is my Top Five list of reasons 2015 is going to be an game-changing year for this community!

  1. Alliance’s 2015 Innovation in CPD Award
  2. The Emergence of Data-Driven Education
  3. Agile Educational Planning
  4. More Distribution Partners Than Ever
  5. Extending Our Science of CE program

#1 – Alliance’s Innovation in CPD Award

While perhaps an understatement, I am both thrilled and honored to accept the 2015 ACEhp Award for Innovation in CPD. Along with colleagues from UVA Office of CME and the ANCC our work entitled “Flipping the Classroom: A Data-Driven Model for Nursing Education” will be highlighted at this year’s Awards ceremony and as a Storyboard. Moreover, we have been asked to author an article for a Spring issue of the Almanac and to participate in an upcoming Alliance webinar – stay tuned for more here.

To learn much more about our work, please check out a brief overview and tour that explores how the Learning Actions Model fundamentally supports blended educational approaches. And, if you are interested, send me an email and I can share a copy of our recent publication in the Journal for Continuing Education in Nursing.

ACEHP15 poster - Flipping the Classroom - A Data-Driven Model for Nursing Education - Final 011215

#2 – The Emergence of Data-Driven Education

It has been just 4 weeks since we the introduced our data-driven and fully redesigned administrative interface to our Partners and the feedback has been overwhelmingly positive. By correlating novel engagement scores, assessment data, and detailed learning actions metrics through our new data-centric dashboards and interactive reports, our Partners now have a holistic view across all their education and can quickly assess the impact of their educational activities without the need for additional analysis – in fact, for many of our Partners all of the analysis and figures they will ever need are immediately available to them through the new dashboards. Over the coming months it will be a treat to watch how these data are used to support outcomes reports and new comparative assessments and of course we will begin to quantify the cost- and time-savings that these real-time, automated analytics provide the community.

To learn more about the data-driven and fully redesigned administrative interface check out the following overview: The New ArcheViewer Administrative Experience: The Emergence of Data-Driven Educational Planning

#3 – Agile Educational Planning

Without a doubt the biggest impact of the data-driven administrative interface is that our Partners now have real-time ability to understand the strengths and opportunities inherent in their activities. Partners are never more than one click away from understanding what is working and what might be improved within the educational experience. In essence, the real-time nature of these data is the critical cog for the types of agile or formative educational planning that are so needed. Couple the types of data we surface to the various content creation tools that are available within the Learning Actions Model and Partners can design, plan, and implement very efficient content updates – ensuring that their content is dynamic and that the learning experience logically evolves and produces better and better outcomes over time.

To learn more about Agile Educational Planning check out some other work we have shared over the past few months: All good educational planning is agile educational planning

#4 – More Distribution Partners Than Ever

When we introduced the ArcheViewer Distribution Partner Network in April of 2014 our goal was to ensure that the CE community had increasing flexibility in how they disseminated their educational programs. Over the course of the year we continued to add Partners to this network, including: ReachMD, Elsevier, CMEZone, freeCME, CMEUniversity, myCME, PeerAudience, and MedPageToday. And just this week it was announced that MC Impact has become the first Distribution Partner focusing exclusively on the Managed Care audience. By seamlessly integrating our eLearning technology with these industry leading audience generation partners we have simplified the dissemination of ArcheMedX-powered educational content while allowing our Educational Partners to leverage the audience generation plan that is best suited for their needs.

To learn more about the growth of the Distribution Partner network and to explore the capabilities of each Partner click here!

#5 – Extending Our Science of CE program

Aligned with our continued support of the CE community at large – and, as demonstrated in our Innovation in CPD Award we have educated hundreds of CE professionals – we will be extending our Journey to the Center of CE program. The existing curriculum which explores the science of the Natural Learning Actions, Adult Learning Theory, Behavior Change and much more; will be supported and extended throughout 2015. The value of the existing series has been echoed by a number of groups who have begun to use the activities as the mainstay of staff training. Beginning in Q1 we will be launching a monthly Vlog series providing an overview of new research or meta-analyses and we have already committed to serve as Faculty at the 2015 ANCC Magnet Conference and the 2015 AMEE Symposium.

To learn more about and/or register for the Journey to the Center of CE program click here! Additional information about the Vlog series will follow in the coming weeks!

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Given this Top 5 list and all of the good things I (already) hear will be coming out of the Alliance meeting, it is hard not to be ecstatic about what the immediate future holds – hopefully you feel the same. As always, I’d love to hear what you think. What are you looking forward to in 2015? What do you want to share with the community? As we engage in these conversations I am sure we will find new ideas, new collaborations, and new successes. Certainly you will agree!

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MANUSCRIPT: What can we learn from narratives in medical education?

Medical literature has demonstrated the effectiveness of narrative writing in enhancing self-reflection and empathy, which opens the door for deeper understanding of patients’ experiences of illness. Similarly, it promotes practitioner well-being. Therefore, it is no surprise that narrative writing finds a new home in medical education. The Accreditation Council of Graduate Medical Education (ACGME), through its Outcome Project, established six core competencies that every residency program must teach. However, no specific pedagogies were suggested. We explored the role that narrative writing can play in reconciling the ACGME core competencies with daily encounters in medical education. Our study suggests a hidden wealth in reflective writing through narratives with a promising potential for application in medical education. Reflective writing may turn out to be an innovative tool for teaching and evaluating ACGME core competencies.

via What can we learn from narratives in medical education? – PubMed – NCBI.

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MANUSCRIPT: Learning behaviour and preferences of family medicine residents under a flexible academic curriculum

OBJECTIVE:
To determine family medicine residents’ learning behaviour and preferences outside of clinical settings in order to help guide the development of an effective academic program that can maximize their learning.
DESIGN:
Retrospective descriptive analysis of academic learning logs submitted by residents as part of their academic training requirements between 2008 and 2011.
SETTING:
London, Ont.
PARTICIPANTS:
All family medicine residents at Western University who had completed their academic program requirements (N = 72) by submitting 300 or more credits (1 credit = 1 hour).
MAIN OUTCOME MEASURES:
Amount of time spent on various learning modalities, location where the learning took place, resources used for self-study, and the objective of the learning activity.
RESULTS:
A total of 72 residents completed their academic requirements during the study period and logged a total of 25 068 hours of academic learning. Residents chose to spend most of their academic time engaging in self-study (44%), attending staff physicians’ teaching sessions (20%),and participating in conferences, courses, or workshops (12%) and in postgraduate medical education sessions (12%). Textbooks (26%), medical journals (20%), and point-of-care resources (12%) were the 3 most common resources used for self-study. The hospital (32%), residents’ homes (32%),and family medicine clinics (14%) were the most frequently cited locations where academic learning occurred. While all physicians used a variety of educational activities, most residents (67%) chose self-study as their primary method of learning. The topic for academic learning appeared to have some influence on the learning modalities used by residents.
CONCLUSION:
Residents used a variety of learning modalities and chose self-study over other more traditional modalities (eg, lectures) for most of their academic learning. A successful academic program must take into account residents’ various learning preferences and habits while providing guidance and training in the use of more effective learning methods and resources to maximize educational outcomes.

via Learning behaviour and preferences of family medicine residents und… – PubMed – NCBI.

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MANUSCRIPT: Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

Recent research has evidenced that although investment in Continuing Medical Education CME, both in terms of participation as well as financial resources allocated to it, has been steadily increasing to catch up with accelerating advances in health information and technology, effectiveness of CME is reported to be rather limited. Poor and disproportional returns can be attributed to failure of CME courses to address and stimulate an adult audience.MethodsThe present study initially drew on research findings and adult learning theories, providing the basis for comprehending adult learning, while entailing practical implications on fostering effectiveness in the design and delivery of CME. On a second level, a qualitative study was conducted with the aim to elucidate parameters accounting for effectiveness in educational interventions. Qualitative data was retrieved through 12 in-depth interviews, conducted with a random sample of participants in the 26th European Workshop of Advanced Plastic Surgery EWAPS. The data underwent a three level qualitative analysis, following the ¿grounded theory¿ methodology, comprising `open coding¿, `axial coding¿ and `selective coding¿.ResultsFindings from the EWAPS study come in line with relevant literature, entailing significant implications for the necessity to apply a more effective and efficient paradigm in the design and delivery of educational interventions, advocating for implementing learner-centered schemata in CME and benefiting from a model that draws on the learning environment and social aspects of learning.ConclusionsWhat emerged as a pivotal parameter in designing educational interventions is to focus on small group educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection. It should be outlined however that further research is required as the present study is limited in scope, having dealt with a limited sample.

via Continuing medical education revisited: theoretical assumptions and… – PubMed – NCBI.

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MANUSCRIPT: Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study

Recent research has evidenced that although investment in Continuing Medical Education CME, both in terms of participation as well as financial resources allocated to it, has been steadily increasing to catch up with accelerating advances in health information and technology, effectiveness of CME is reported to be rather limited. Poor and disproportional returns can be attributed to failure of CME courses to address and stimulate an adult audience.MethodsThe present study initially drew on research findings and adult learning theories, providing the basis for comprehending adult learning, while entailing practical implications on fostering effectiveness in the design and delivery of CME. On a second level, a qualitative study was conducted with the aim to elucidate parameters accounting for effectiveness in educational interventions. Qualitative data was retrieved through 12 in-depth interviews, conducted with a random sample of participants in the 26th European Workshop of Advanced Plastic Surgery EWAPS. The data underwent a three level qualitative analysis, following the ?grounded theory? methodology, comprising `open coding?, `axial coding? and `selective coding?.ResultsFindings from the EWAPS study come in line with relevant literature, entailing significant implications for the necessity to apply a more effective and efficient paradigm in the design and delivery of educational interventions, advocating for implementing learner-centered schemata in CME and benefiting from a model that draws on the learning environment and social aspects of learning.ConclusionsWhat emerged as a pivotal parameter in designing educational interventions is to focus on small group educational events which could provide a supportive friendly context, enhance motivation through learner-centered approaches and allow interaction, experimentation and critical reflection. It should be outlined however that further research is required as the present study is limited in scope, having dealt with a limited sample

via BMC Medical Education | Abstract | Continuing medical education revisited: theoretical assumptions and practical implications: a qualitative study.

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MANUSCRIPT: Massive Open Online Courses on Health and Medicine: Review

Background

Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine.

Objective

We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine.

Methods

Health and medicine–related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate.

Results

The search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition.

Conclusions

The review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public.

via Massive Open Online Courses on Health and Medicine: Review.

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ABSTRACT: The importance of medical education in the changing field of pain medicine

SUMMARY  Suffering chronic pain is a global epidemic that requires a closer look on how we are educating trainees to become more effective in pain management. The vast majority of medical professionals will encounter treatment of pain throughout their career. Our current system for educating these medical professionals is flawed in a number of ways. Improving pain education will narrow the gap between over and under treatment of acute and chronic pain. Reviews have demonstrated dissatisfaction among practitioners throughout the world on how pain education is currently conducted. Changing the educational process will require support from several areas: medical educators, clinicians, policymakers, administrators and several other organizations.

via The importance of medical education in the changing field of pain m… – PubMed – NCBI.

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ABSTRACT: Debriefing 101: training faculty to promote learning in simulation-based training

BACKGROUND:
Debriefing is recognized as essential for successful simulation-based training. Unfortunately, its effective use is variable. We developed a train the trainer workshop to teach key evidence-based components of effective debriefing.
METHOD:
A workshop focusing on best practices for debriefing in surgical simulation-based training was developed for the 2012 Annual Meeting of the Association for Surgical Education. Content emphasized key theoretical concepts related to and evidence-based components of an effective debriefing. Additionally, the workshop incorporated experiential learning via active debriefing following a simulated scenario.
RESULTS:
Content of the workshop emphasized effective debriefing as the key to learning in simulation-based education. Key elements of debriefing for educators to keep in mind include the following: approach, learning environment, engagement of learners, reaction, reflection, analysis, diagnosis, and application.
CONCLUSIONS:
Effective debriefing is an essential skill for educators involved in surgical simulation-based training. Without it, learning opportunities are missed. Training the trainer in effective debriefing is essential to ensure standardization of practice.

via Debriefing 101: training faculty to promote learning in simulation-… – PubMed – NCBI.

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MANUSCRIPT: Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

Introduction: Bedside teaching is defined as teaching in the presence of a patient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness of two methods of case based teaching (at the bedside and in the classroom) in the teaching hospitals (for both undergraduates and residents of pediatrics).

Methods: Thirty undergraduates and twenty pediatric residents were asked to study a topic of their curriculum from their text then pretest was taken from learners in the two levels; then either lecture with power point or case presentation or bed side discussion were conducted. One week later post- test was taken, and then evaluation of these three methods was done by a questionnaire from learners.

Results: The majority of under-graduates and all of pediatric residents had evaluated case based teaching superior to bedside teaching and these two methods superior to lecture method.

Conclusions: They believed that in the case based teaching they are more relaxed and have more self-esteem than at the bedside of the patients. Clinician teacher must involve participants and learners in the process of bedside teaching, by preparing a comfortable situation and by using available technology.

via Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics.

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PERSPECTIVE: The role of educational technology in medical education

Being one of the most effective tools for educational system improvement, educational Technology plays an important role in learning facilitation. In order to have a deeper, more effective and long lasting learning impact, this systematic approach designs, implements and evaluates the teaching- learning process, using specific purposes, new methods of psychology and communication sciences and also human and non-human resources (1).

A fruitful and effective educational system which results in actual learning improvement cannot be achieved unless its faculty members become competent. To achieve this goal, not only they must attain and/or maintain academic qualifications, especially in their teaching area, but also be familiar with the newest communication and teaching methods and equipped with educational and professional skills.

Considering the growing movement of education towards the new technologies and the Ministry of Health and Medical Education tendency for upgrading the educational technology and virtual learning, the need for experts in education technology was clear. Therefore, given its mission which focuses on scientific promotion and academic training improvement, in an cooperation with shiraz educational development center along with Center of Excellence for electronic learning`s staff and faculty members, Shiraz Educational Technology unit, established the Master of education technology courses (2).

Education’s technology and E-Learning, have arises a condition in which many educational goals, such as independent learning, self-directed learning, learning regardless of time or place, collaborative learning and providing immediate feedbacks and assessment of learning, appears more achievable.

Electronic medical education has become very popular in developed countries and is rapidly developing, since it has educational value and the tremendous broadening audience through educational programs.

Considering the fact that currently, while the faculty members have to learn most of the new means of teaching, for most of their students, these new means of education such as computers and other associated applications are not really consider technology since they are not only completely familiar with but also very capable of utilizing them. Therefore, while faculties are trying to learn these new methods of transferring information, students’ expectations are getting higher each day, Hence it seems that educational technology mastery is an important neglected competency in faculties which mandates an especial training program for the universities’ upgrading and improvement.

via The role of educational technology in medical education.

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