Medical Education Online™Manuscripts organized by VolumeVolume 4, 1999 |
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The Multidimensional Learning Model: A Novel Cognitive Psychology-Based Model for Computer Assisted Instruction in order to Improve Learning in Medical Students
Tarek M. Abdelhamid, M.D.
Medical Education Development Office, The University of Auckland School of Medicine and Health Science
Abstract - In the recent years there has been a huge increase in the amount of information needed to be understood and memorized by medical students. Many authors have advocated the need for utilizing cognitive psychology strategies to allow students learn the expanding medical information in a more effective and efficient manner. The present paper describes a novel and interactive method for teaching and learning (the Multidimensional Learning Model) that allows the students to ‘think’ to generate the information. The model integrates different memory strategies to facilitate the learning process and is heavily dependent on illustrations and graphics. Furthermore, the model is potentially suitable for designing Computer Assisted Instruction. A pilot study was performed on the model and the preliminary results are promising.
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Figure 4 Executable demonstration of the model
The Development of a Collaborative Distance Learning Program to Facilitate Pediatric Problem-based Learning
Carol S. Kamin, EdD*., Robin D. Deterding, MD*, Brent Wilson, PhD†, Michael Armacost, MA†, Tom Breedon, M.A†
*University
of Colorado School of Medicine
†University of Colorado-Denver
Abstract - Introduction. A team of pediatric educators at the University of Colorado School of Medicine teamed with faculty and graduate students from the University of Colorado-Denver to develop a prototype program to support medical students’ learning of national pediatric curricular objectives, regardless of their clinical location and variable patient exposure. Description. This hybrid Web/CD-ROM program allows "virtual" problem-based learning teams composed of four to five students and a faculty member to collaborate asynchronously through a digital video patient case. One prototype case has been developed and funding has been secured to develop a bank of cases to support the national pediatric curriculum. Discussion. Cases delivered by digital video provide a rich medium for visual and auditory cues to patient evaluation, which in turn encourage the development of visual recognition skills needed in clinical practice. Such cases also model appropriate professional behavior and allow students to solve clinical problems in authentic clinical situations.
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The Role of Faculty Development in a College of Medicine’s Promotion and Tenure Process
Mark H. Gelula, Ph.D., Richard P. Foley, Ph.D.
Department of
Medical Education (M/C 591)
University of Illinois at Chicago College of Medicine
Abstract - The history and genesis of an institutionalized approach to faculty development are discussed. The paper describes the development of a new program to improve the teaching skills of junior clinical faculty, Scholars for Teaching Excellence (STE) and how it was able to help faculty as they worked toward promotion and tenure under modified promotion and tenure procedures. The paper describes the origin of STE, changes in its original design, the theoretical bases for these changes, and initial program evaluation data. Implications for any program in a higher education setting are drawn. These may provide a practical and adaptable process for institutions confronting the research versus teaching controversy in the advancement of its faculty members.
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Nutrition Education in Medical Schools: Trends and Implications for Health Educators
Jessica A. Schulman, MPH, RD, LD/N
Department of Health Science Education University of Florida, Gainesville
Abstract - With 20% of deaths in the U.S. attributed to improper diet and lack of exercise, renewed interest has emerged in nutrition education for medical professionals. Sociopolitical factors are exerting a profound influence on changes in medical curricula, moving medicine away from traditional biomedical curricula and toward more comprehensive programs of study. This paper explores how public demand for nutrition information, inadequate nutrition training among physicians, changes in health care, and medical education reform are influencing the evolution of nutrition in medical schools. This paper also discusses barriers, possible solutions, and specific actions for health educators. To achieve nutrition-literacy among prospective physicians, the following elements must be developed and established: 1) adequate organizational and administrative supports, 2) continuity in credentialing nutrition specialists, 3) innovative nutrition curricula, 4) committed faculty nutrition mentors, 5) clear nutrition education goals, 6) methods for evaluation of program activities/outcomes, 7) substantive research agenda, 8) multidisciplinary medical curricula, and 9) collaboration.
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Using E-mail based Continuing Medical Education for Family Physicians — Can it work?
J. Neil Marshall MB CCFP*, Pamela J. Brett MA†, Moira A Stewart BSc,PhD‡, Truls Østbye MD,MPH§,
* Thames Valley
Family Practice Research Unit and University of Western Ontario Department
of Family Medicine
†University of British Columbia Department of Family Medicine,
‡ Centre for Studies in Family Medicine, Family Medicine and Epidemiology
and Biostatistics, University of Western Ontario
§Epidemiology and Biostatistics at the University of Western Ontario
Abstract - Objective: In 1994, the Family medicine Education and Research Network (FERN) was developed to support on-line discussion among London and area family physicians. FERN-D (FERN Dissemination) was introduced as a closed sub-group of FERN to support educational case discussions focused on prevention. The present study reports results of a pilot FERN-D intervention. Design: Pre- and Post- intervention mail-out surveys combined with an e-mail feedback questionnaire and a modified focus group. Setting: Rural and urban family physicians in the London Ontario area. Participants: Initial survey mailed to all area family physicians (N=480). 40 volunteer physicians recruited to the intervention group. Response rate was 50.4% to the pre-survey, and 68% to the follow-up survey (only mailed to responders) Main findings: A higher percentage of the FERN-D group indicated accurate knowledge for seven of the items than the comparison group. Both groups improved their preventive practice scores from pre- to post intervention. The majority of the FERN-D group felt that they had become aware of new techniques or relevant research (58.8%) and had made changes in their practice (64.7%). In both the e-mail feedback and the modifed focus group convenience (89.2%) and interaction with family physician colleagues (86.5%) were cited as advantages to this method of CME. Conclusion: On-line case-based discussion is a promising strategy for enhanced research transfer to family physicians: more research is needed to determine if it can be effectively utilized to change physician behaviour.
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Using Standardized Patients to Teach Clinical Ethics
Walter Edinger, Ph.D, JoDee Robertson, Joy Skeel, M.Div, Judith Schoonmaker, M.D.
Medical College of Ohio at Toledo
Abstract: A literature search shows multiple uses for standardized patients for teaching and evaluating clinical skills. However, there is little written about the use of standardized patients for teaching clinical ethics. When the Standardized Patient Program was organized at the Medical College of Ohio at Toledo in 1991, the Ethics Program realized the potential for innovative and interactive learning opportunities for medical students. Topics including ethical issues in psychiatry, domestic violence, physician assisted suicide, taking a sexual history, giving bad news and discussing DNR status have been incorporated into cases in which standardized patients are trained. These cases are then used to help students learn about these difficult issues. Student interaction with standardized patients in the second year teaches them how to communicate with a manic patient refusing psychotropic medication; and how to take a sexual history without embarrassment. In the third year medicine clerkship, students have to discuss "bad news" with a patient and try to obtain a "code status" decision. By using standardized patients, we make our teaching more clinically relevant for students. We build didactic presentations around case studies to demonstrate what physicians are likely to encounter in the clinical setting. In this paper we will describe how the synergistic relationship between the standardized patient and ethics programs has enhanced the educational process for our medical students.
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Is it Time to Take the Paper Out of Serial Publication?
David J. Solomon, Ph.D.
Michigan State University
Abstract - The ramifications of shifting from paper to electronic serial publication are discussed in light of the recent National Institutes of Health (NIH) proposal for a comprehensive electronic archive of peer-reviewed and preprint publications. The paper evaluates six concerns that have been expressed about the conversion to a purely electronic journal system and discusses the economic impact and growing tension among authors, publishers and librarians over scholarly publication.
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