Education Technology Archives - Page 28 of 55

ABSTRACT: Open-book tests: search behaviour, time used and test scores

BACKGROUND: Because of the increasing medical knowledge and the focus of medical education on acquiring competencies, the use of open-book tests seems inevitable. Dealing with a large body of information, indicating which kind of information is needed to solve a problem, and finding and understanding that knowledge at the right moment

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

MANUSCRIPT: An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing.

BACKGROUND: Yearly formative knowledge testing (also known as progress testing) was shown to have a limited construct-validity and reliability in postgraduate medical education. One way to improve construct-validity and reliability is to improve the authenticity of a test. As easily accessible internet has become inseparably linked to daily clinical practice, we

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Manuscript, Medical Education, Resources

ABSTRACT: Building learning communities: evolution of the colleges at Vanderbilt University School of Medicine

Learning communities, which are an emerging trend in medical education, create a foundation for professional and academic development through the establishment of longitudinal relationships between students and faculty. In this article, the authors describe the robust learning community system at Vanderbilt University School of Medicine, which encompasses wellness, career planning,

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

ABSTRACT: The role of ePortfolios in supporting continuing professional development in practice

ePortfolios, based on models of reflective practice, are viewed as important tools in facilitating and supporting lifelong learning across the medical education continuum. MAINPORT, the ePortfolio designed by the Royal College of Physicians and Surgeons of Canada, supports the continuing professional development CPD and lifelong learning of specialist physicians practicing

Posted on 11 Nov 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

RESOURCE: Comment from member of research team on USA Today flipped classroom article

The USA Today article paints an inaccurate picture of our work and I wanted to try to clarify some things and continue this conversation with you and your readers. (I am only writing on my own behalf and not for my collaborators on this study.) My biggest regret is that the

Posted on 28 Oct 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Resources

RESOURCE: ‘Flipping’ Classrooms May Not Make Much Difference

In preliminary research, professors at Harvey Mudd College haven’t found that students learn more or more easily in so-called flipped courses than in traditional classes, USA Today reports. In flipped courses, students watch professors’ lectures online before coming to class, then spend the class period in discussions or activities that

Posted on 28 Oct 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Online Learning, Resources

RESOURCE: Should Teachers Share Online?

There are some who feel that teachers who share are the best teachers. In fact, Shareski more directly states that you don’t have to share to be a great teacher, but doing so does make you great. I disagree. Not sharing makes you a less-than-great teacher. In other words, it

Posted on 28 Oct 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Resources

RESOURCE: 5 Time-Saving Tips for Online Instruction

Managing your time during an online class is much different than a face-2-face class. During a face-2-face class you have a set number of hours per week in the classroom. You have your typical class prep. You have scheduled office hours that may or may not be visited by students. Unfortunately,

Posted on 28 Oct 2013
By Brian S McGowan, PhD
In Education Technology, Learning Models & Theory, Online Learning, Resources

ABSTRACT: Applying the cognitive theory of multimedia learning: an analysis of medical animations

CONTEXT: Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive

Posted on 28 Oct 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Learning Models & Theory, Medical Education, Resources

ABSTRACT: Teaching for understanding in medical classrooms using multimedia design principles

OBJECTIVES: In line with a recent report entitled Effective Use of Educational Technology in Medical Education from the Association of American Medical Colleges Institute for Improving Medical Education (AAMC-IME), this study examined whether revising a medical lecture based on evidence-based principles of multimedia design would lead to improved long-term transfer and

Posted on 28 Oct 2013
By Brian S McGowan, PhD
In Abstract, Education Technology, Informatics & Analysis, Learning Models & Theory, Medical Education, Resources

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Category : Education Technology

ABSTRACT: Open-book tests: search behaviour, time used and test scores

MANUSCRIPT: An exploratory study into the effect of time-restricted internet access on face-validity, construct validity and reliability of postgraduate knowledge progress testing.

ABSTRACT: Building learning communities: evolution of the colleges at Vanderbilt University School of Medicine

ABSTRACT: The role of ePortfolios in supporting continuing professional development in practice

RESOURCE: Comment from member of research team on USA Today flipped classroom article

RESOURCE: ‘Flipping’ Classrooms May Not Make Much Difference

RESOURCE: Should Teachers Share Online?

RESOURCE: 5 Time-Saving Tips for Online Instruction

ABSTRACT: Applying the cognitive theory of multimedia learning: an analysis of medical animations

ABSTRACT: Teaching for understanding in medical classrooms using multimedia design principles

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