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Author: Brian S McGowan, PhD

ABSTRACT: Review of online educational resources for medical physicists

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain current concerning available educational resources. Medical physics journals offer book reviews, allowing us an opportunity to learn about newly published books in the field. A similar means of communication is not currently available for online educational resources. This information is conveyed through informal means. This review presents a summary of online resources available to the medical physics community that may be useful for educational purposes.

via Review of online educational resources … [J Appl Clin Med Phys. 2013] – PubMed – NCBI.

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ABSTRACT: owards meaningful simulation-based learning with medical students and junior physicians

Background: This research provides an educational perspective on simulation-based medical education by implementing both the characteristics of meaningful learning and the concepts of facilitating, training, and learning processes. Aims: This study aims to evaluate, from the perspectives of both facilitators and students, the meaningfulness of five different simulation-based courses. Methods: The courses were implemented in the spring of 2010. The data were collected from facilitators (n = 9) and students (n = 25) using group interviews (one individual interview), observations, video recordings, and pre- and post-questionnaires. The research analyzes qualitative data using the qualitative content analysis method to answer the following research question: From facilitators’ and students’ perspectives, how does the facilitating and training in simulation-based learning environments (SBLEs) foster the meaningful learning of students? Results: It seems that simulation-based learning is, at its foundation, meaningful since it inherently supports the many characteristics of meaningful learning. However, characteristics also exist that simulation-based learning does not inherently support. In this study, the goal-oriented, self-directed, and individual training characteristics were only somewhat supported during the facilitation and training in SBLEs. Conclusions: In running these courses in the future, facilitators should concentrate on those characteristics that were only somewhat supported.

via Towards meaningful simulation-based learning with … [Med Teach. 2013] – PubMed – NCBI.

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ABSTRACT: Effectiveness of YouTube as a Source of Medical Information on Heart Transplantation

BACKGROUND:
In this digital era, there is a growing tendency to use the popular Internet site YouTube as a new electronic-learning (e-learning) means for continuing medical education. Heart transplantation (HTx) remains the most viable option for patients with end-stage heart failure or severe coronary artery disease. There are plenty of freely accessible YouTube videos providing medical information about HTx.
OBJECTIVE:
The aim of the present study is to determine the effectiveness of YouTube as an e-learning source on HTx.
METHODS:
In order to carry out this study, YouTube was searched for videos uploaded containing surgical-related information using the four keywords: (1) “heart transplantation”, (2) “cardiac transplantation”, (3) “heart transplantation operation”, and (4) “cardiac transplantation operation”. Only videos in English (with comments or subtitles in English language) were included. Two experienced cardiac surgeons watched each video (N=1800) and classified them as useful, misleading, or recipients videos based on the HTx-relevant information. The kappa statistic was used to measure interobserver variability. Data was analyzed according to six types of YouTube characteristics including “total viewership”, “duration”, “source”, “days since upload”, “scores” given by the viewers, and specialized information contents of the videos.
RESULTS:
A total of 342/1800 (19.00%) videos had relevant information about HTx. Of these 342 videos, 215 (62.8%) videos had useful information about specialized knowledge, 7/342 (2.0%) were found to be misleading, and 120/342 (35.1%) only concerned recipients’ individual issues. Useful videos had 56.09% of total viewership share (2,175,845/3,878,890), whereas misleading had 35.47% (1,375,673/3,878,890). Independent user channel videos accounted for a smaller proportion (19% in total numbers) but might have a wider impact on Web viewers, with the highest mean views/day (mean 39, SD 107) among four kinds of channels to distribute HTx-related information.
CONCLUSIONS:
YouTube videos on HTx benefit medical professionals by providing a substantial amount of information. However, it is a time-consuming course to find high-quality videos. More authoritative videos by trusted sources should be posted for dissemination of reliable information. With an improvement of ranking system and content providers in future, YouTube, as a freely accessible outlet, will help to meet the huge informational needs of medical staffs and promote medical education on HTx.

via Effectiveness of YouTube as a Source of M… [Interact J Med Res. 2013] – PubMed – NCBI.

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ABSTRACT: Bringing continuing medical education to the bedside: The university of California, San Francisco Hospitalist Mini-College

INTRODUCTION:
As a relatively new generalist specialty, hospitalists must acquire new competencies that may not have been taught during their training years. Continuing medical education (CME) has traditionally been a mechanism to meet training needs but often fails to apply adult learning principles and fulfill current demands.
METHODS:
We developed an innovative 3-day course called the University of California, San Francisco Hospitalist Mini-College (UHMC) that brings adult learners to the bedside for small-group learning focused on content areas relevant to today’s hospitalists. The program was built on a structure of 4 clinical domains and 2 clinical skills labs. Sessions about patient safety and immersion into traditional academic learning vehicles, such as morning report and a morbidity and mortality conference, were also included. Participants completed a precourse survey and a postcourse evaluation.
RESULTS:
Over 5 years, 152 participants enrolled and completed the program; 91% completed the pre-UHMC survey and 89% completed the postcourse evaluation. Overall, participants rated the quality of the UHMC course highly (4.65; 1-5 scale). Ninety-eight percent of UHMC participants (n = 57) in 2011 to 2012 reported a “high” or “definite” likelihood to change practice, higher than the 78% reported by the 11,447 participants in other UCSF CME courses during the same time period.
DISCUSSION:
The UHMC successfully brought participants to an academic health center for a participatory, hands-on, and small-group learning experience that was highly rated. A shift of CME from a hotel conference room to the bedside is feasible, valued by participants, and offers a new paradigm for how to maintain and improve hospitalist competencies

via Bringing continuing medical education to the beds… [J Hosp Med. 2013] – PubMed – NCBI.

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ABSTRACT: e-Professionalism: a new frontier in medical education

BACKGROUND:This article, prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the evolving challenges facing medical educators posed by social media and a new form of professionalism that has been termed e-professionalism.SUMMARY:E-professionalism is defined as the attitudes and behaviors that reflect traditional professionalism paradigms but are manifested through digital media. One of the major functions of medical education is professional identity formation; e-professionalism is an essential and increasingly important element of professional identity formation, because the consequences of violations of e-professionalism have escalated from academic sanctions to revocation of licensure.CONCLUSION:E-professionalism should be included in the definition, teaching, and evaluation of medical professionalism. Curricula should include a positive approach for the proper professional use of social media for learners.

via e-Professionalism: a new frontier in medical… [Teach Learn Med. 2013] – PubMed – NCBI.

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RESOURCE: 5 Intuitions about Adaptive Learning Platforms

Intuition 1: Adaptive Learning Platforms Will Prove to Be the Most Significant Learning Advance Over the Next Decade:

Looking back on the edtech landscape in 2025 we will remember the last 12 years as a story dominated by the growth of adaptive learning and the associated analytics that these platforms make possible. MOOCs will be an interesting blip, but not the real story.

Mobile learning, and the rapid growth of postsecondary students in the emerging economies will be important trends, but these developments will also have an important adaptive learning component. Most adaptive learning will take place on mobile devices, and very quickly most of this mobile adaptive learning will take place in emerging economies.

Intuition 2: Adaptive Learning and Analytics Are Inseperable and Mutually Reinforcing Trends:

The real story of adaptive learning platforms are data.

The data enables the systems to dynamically offer new learning pathways and different content types to students.

via 5 Intuitions about Adaptive Learning Platforms | Inside Higher Ed.

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ABSTRACT: YouTube and inflammatory bowel disease

Background and aims Nearly half of all patients with inflammatory bowel disease (IBD) use the Internet as a source of information for their disease. We analyzed the source, content and accuracy of IBD videos found on YouTube – one of the most popular websites in the United States – and assessed the demographic variables of the viewers.
METHODS:
The 100 most viewed videos with relevant information on IBD were analyzed. We included only English language videos that were less than 20 min in length and primarily focused on IBD. Those with no sound/poor sound quality were excluded. More than 30 variables were analyzed.
RESULTS:
Adults of 45-54 years old (95.1%) comprised the most common age group of viewers. Forty-eight percent of videos focused on Crohn’s disease (CD), 32.0% on ulcerative colitis (UC), and 20.0% on both. Overall content for patient education was poor. Videos discussing alternative treatment options were more likely to depict patients’ personal experience (73.9% vs. 2.4%) (p<0.001) and be an advertisement compared to patient education videos (78.3% vs. 0) (p<0.001). Videos discussing patient education had a higher number of favorites (mean 25.0 vs. 5.5) (p<0.001), comments (mean 22.0 vs. 5.0) (p<0.022) and “likes” (mean 19.0 vs. 9.0) (p=0.025) than the ones discussing alternative treatment options.
CONCLUSIONS:
YouTube videos on IBD are popular but a poor source of patient education. Healthcare providers and professional societies should provide more educational materials using this powerful Internet tool to counteract the misleading information, especially for the targeted age group (45-54 years).

via YouTube and inflammatory bowel disease. [J Crohns Colitis. 2013] – PubMed – NCBI.

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ABSTRACT: Encouraging new doctors to do medical education research

Background:  An academic foundation programme in medical education may allow junior medical trainees to gain experience in teaching and medical education research. After 2 years, three trainees will have completed the programme, and three more will be halfway through it. The authors explore problems encountered and how trainees maximised their experience, helping to inform future planning. Summary of work:  Semi-structured group discussions covering trainees’ experiences were conducted in the summer of 2011. All six trainees in the programme participated. Summary of results:  Both site-specific and general issues were raised, most of which were dealt with in a pragmatic fashion. The trainees’ goals and subsequent achievements varied. Important factors for trainees and those supervising them, and the organisation of the programme, are discussed. Conclusions:  Our experience is that an academic foundation programme in medical education can be successful. This requires collaboration between trainees and supervisors. Take-home message:  The role of the academic supervisor in medical education research is key, but those involved in the practicalities of helping trainees maintain their protected research time is just as important.

via Encouraging new doctors to do medical education r… [Clin Teach. 2013] – PubMed – NCBI.

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ABSTRACT: Social networks, web-based tools and diseases: implications for biomedical research

Advances in information technology have improved our ability to gather, collect and analyze information from individuals online. Social networks can be seen as a nonlinear superposition of a multitude of complex connections between people where the nodes represent individuals and the links between them capture a variety of different social interactions. The emergence of different types of social networks has fostered connections between individuals, thus facilitating data exchange in a variety of fields. Therefore, the question posed now is “can these same tools be applied to life sciences in order to improve scientific and medical research?” In this article, I will review how social networks and other web-based tools are changing the way we approach and track diseases in biomedical research.

via Social networks, web-based tools and disea… [Drug Discov Today. 2013] – PubMed – NCBI.

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MANUSCRIPT: Simulation based education – models for teaching surgical skills in general practice

BACKGROUND:
Simulation based education is an accepted method of teaching procedural skills in both undergraduate and postgraduate medical education. There is an increasing need for developing authentic simulation models for use in general practice training.
OBJECTIVE:
This article describes the preparation of three simulation models to teach general practice registrars basic surgical skills, including excision of a sebaceous cyst and debridement and escharectomy of chronic wounds.
DISCUSSION:
The role of deliberate practise in improving performance of procedural skills with simulation based education is well established. The simulation models described are inexpensive, authentic and can be easily prepared. They have been used in general practice education programs with positive feedback from participants and could potentially be used as in-practice teaching tools by general practitioner supervisors. Importantly, no simulation can exactly replicate the actual clinical situation, especially when complications arise. It is important that registrars are provided with adequate supervision when initially applying these surgical skills to patients.

via Simulation based education – models for t… [Aust Fam Physician. 2012] – PubMed – NCBI.

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