Category : Online Learning

ABSTRACT: Anatomy education for the YouTube generation

Anatomy remains a cornerstone of medical education despite challenges that have seen a significant reduction in contact hours over recent decades; however, the rise of the "YouTube Generation" or "Generation Connected" (Gen C), offers new possibilities for anatomy education. Gen C, which consists of 80% Millennials, actively interact with social

MANUSCRIPT: eLearning to facilitate the education and implementation of the Chelsea Critical Care Physical Assessment

OBJECTIVE: To evaluate the efficacy of eLearning in the widespread standardised teaching, distribution and implementation of the Chelsea Critical Care Physical Assessment (CPAx) tool-a validated tool to assess physical function in critically ill patients. DESIGN: Prospective educational study. An eLearning module was developed through a conceptual framework, using the four-stage technique for skills

ABSTRACT: Online dissection audio-visual resources for human anatomy: Undergraduate medical students’ usage and learning outcomes

In an attempt to improve undergraduate medical student preparation for and learning from dissection sessions, dissection audio-visual resources (DAVR) were developed. Data from e-learning management systems indicated DAVR were accessed by 28% ± 10 (mean ± SD for nine DAVR across three years) of students prior to the corresponding dissection sessions, representing at most

MANUSCRIPT: Online courses to create a foundation for sex and gender accountability in biomedical research and treatment

BACKGROUND: Sex and gender differences play a significant role in the course and outcome of conditions that affect specific organ systems in the human body. Research on differences in the effects of medical intervention has helped scientists develop a number of sex- and gender-specific guidelines on the treatment and management of

ABSTRACT: Increasing medical students’ engagement in public health: case studies illustrating the potential role of online learning

BACKGROUND: The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to

ABSTRACT: Use of Free, Open Access Medical Education and Perceived Emergency Medicine Educational Needs Among Rural Physicians

Free, open access medical education (FOAM) has the potential to revolutionize continuing medical education, particularly for rural physicians who practice emergency medicine (EM) as part of a generalist practice. However, there has been little study of rural physicians' educational needs since the advent of FOAM. We asked how rural physicians in Southwestern Ontario obtained

MANUSCRIPT: Comparing nurses’ knowledge retention following electronic continuous education and educational booklet: a controlled trial study

BACKGROUND: Training methods that enhance nurses' learning and retention will increase the quality of patient care. This study aimed to compare the effectiveness of electronic learning and educational booklet on the nurses' retention of diabetes updates. METHODS: In this controlled trial study, convenience sampling was used to select 123 nurses from the endocrinology

MANUSCRIPT: What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review

BACKGROUND: Computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings

MANUSCRIPT: Web-Based Immersive Virtual Patient Simulators: Positive Effect on Clinical Reasoning in Medical Education

BACKGROUND: Clinical reasoning is based on the declarative and procedural knowledge of workflows in clinical medicine. Educational approaches such as problem-based learning or mannequin simulators support learning of procedural knowledge. Immersive patient simulators (IPSs) go one step further as they allow an illusionary immersion into a synthetic world. Students can freely