Case Study - Hippocrates. Online Medical Tutorials (Optional)

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Do curso por UNSW Australia (The University of New South Wales)

Aprendendo a Lecionar Online

168 classificações

UNSW Australia (The University of New South Wales)

Aprendendo a Lecionar Online

168 classificações

The Learning to Teach Online (LTTO) MOOC is based upon the multi award winning open educational resource of the same name, developed by Simon McIntyre and Karin Watson. We have built upon these resources in this MOOC, supporting them with a course structure that puts them into a supportive framework for you all to help you find and connect with each other to share your own experiences in the Discussion Forums. This course is not intended as a comprehensive manual for online teaching. Rather, it is intended as a starting point to help you develop your understanding of the principles involved; a place where you can get advice about strategies you might try; and a means from which you can begin to build your confidence and capacity to continue the learning journey in your own contexts and practice. On successful completion of the course you should be able to: - Identify the importance and use of a range of online technologies in learning, teaching, and course design in contemporary education - Evaluate different course designs involving digital technologies and online learning activities appropriate for a range of teaching contexts - Demonstrate independent enquiry and reflective practice On successful completion of the the two Assignments, you will should be able to: Achieve all of the above learning outcomes plus: - Develop an evidence-supported argument for selecting particular technologies to support an online component of your own course - Design an online component of your class considering your local context, your curriculum, and the benefits and risks of online technologies - Develop evaluation and engagement strategies to ensure your students are engaged with your online course components and how you plan to evaluate the effectiveness of your online course design.

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Online Assessment Strategies + Online Resources

'Module 5: Online Assessment Strategies' discusses the notions of formative and summative assessment in online contexts. We will also explore benefits and considerations that you'll need to keep in mind if you're considering adopting an online assessment strategy in your own teaching, and how using technology can improve the efficiency and effectiveness of the assessment process. 'Module 6: Online Resources' discusses the benefits of using open educational resources (OER), and other online resources in your classes. We will also identify issues to be aware of when using resources that you discover, in terms of licensing and Creative Commons. You will be given the chance to explore several examples of online resources via the activities and associated resources for the module. How to evaluate the effectiveness and appropriateness of resources you find online is also explored.

Key Concept - Online Resources4:30

Case Study - Integrating Online Resources into Your Teaching (Optional)6:12

Case Study - Understanding Creative Commons (Optional)8:18

Case Study - Creating eBooks for Distance Education (Optional)3:52

Case Study - Hippocrates. Online Medical Tutorials (Optional)8:47

Conheça os instrutores

Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

[MUSIC]

Hippocrates is a free open access website created by

the Centre for Medical Education at the University of Bristol.

It contains a growing number of short interactive tutorials.

Designed to help students prepare for their face to face seminars.

In this case study, Dr. Stephanie Eckholt and

Dominic Alder, talk about the need for the project.

The pedagogy behind it, and how it supports medical students

when they're on clinical placements at hospitals around the United Kingdom.

Essentially the project was conceived to

support third year medical students in particular.

So this is the first clinical year of a five year

medical course that they go through at the University of Bristol.

>> Been essentially a series of, basic webpages,

with, a navigatable menu on the left hand.

And within those pages we had various interactive exercises.

>> A typical tutorial would consist of say, 10, 10 to 15 questions.

And these questions would be based around a case study or [COUGH]

an image, a medical image, or, or a sentence or a phrase.

And we'd have to answer questions.

>> We've tried to keep those quite short so students can do them either

the day before or even just the morning of their face to face teaching session.

So it's like just in time teaching.

It's there, it's ready for them, you know it's

in their brain and then they can apply it.

>> And that would basically give us the core scientific

knowledge that was required to then complete the second part.

Which would be a group tutorial, in, in our clinical environment, where the,

led by a facilitator who would be a doctorate in that particular area.

>> This is the properties website that we've, we've built.

First we're going to go into the medicine and surgery

section, which is is slowly being populated with material.

And we're going to go down into the renal section.

And find the AKI acute kidney injury core topic.

So the idea is that the students study the AKI tutorial in their own

time before they then go to the seminar based on that, from that tutorial.

So the students are given some, some tables and things that

they can apply in some of the exercises as they go through.

We would expect them to download these, print them out, and have

them next to them as they go through the, go through the tutorial.

They're given a basic warmup exercise to start with and this is

stuff that they really already should know, this is nothing new to them.

But it's just to give them a warm up as they start to go through the tutorial.

And then as they go through, they're given, layered information.

For example, in this, in this page, the core information that

they need to take away is presented on the page itself.

If they want to go into some of the definitions in more detail

then they can go into the pop openings underneath, such as this one here.

There are various interactive questions and things

that they can study as they go through.

Some of them give them instant feedback such as these ones on the screen.

Some of the others may ask them to think, actually think about the question.

Maybe write it down.

And then look at the feedback.

And then they've got something written down that

they can then compare with whats on the screen.

And they can take all that forward into the seminar with them.

We

also use this tool in various places in the exercise as we're going to show you.

It's essentially a labeling tool.

So it allows you to drag drag labels into the

table and to use a prevent present it with feedback.

It's whether they got the answer right or wrong.

It's quite a flexible tool.

It's called Dragster.

There's lots of different ways it can be used.

As well as the core topic material I've

just shown you that's divided up in specialties.

There's other sections as well because the website was really

designed not just to to give people core topic teaching.

But also to help them adjust to life in clinical medicine.

So there's these sections down the left hand side.

You can see that that help students adjust to that.

So this one that covers a lot of the key

concerns that students have when they go onto the boards.

But there's also the video library which goes through it's

it's not it's not the whole stage of managing the complaint.

But it's the actual examination part of it.

And there's some, there are various videos as we go thru this.

I'll just go into a couple of them here.

So let's start with Cranial nerves Examination.

This was actually written by a student, a few years

ago, and they did an excellent job with this tutorial.

So we are going to some of the videos that they produced.

Okay, Shawn, could you just cover up your left eye for me?

>> Okay.

>> Okay, so I'm going to cover up my opposite eye now.

Okay, brilliant and can you just tell me when you see me finger wiggling?

So first, it's testing Shawn's temporal field in his right eye, okay?

>> Yep.

>> This was the first video that Steph and I produced.

This is an examination of the cardiovascular system.

The examination is divided up into the key

aspects, which are each presented with a video clip.

>> Essentially just gently put your fingers on both of the radial pulses,

and wait to make sure that the pulses are timed exactly the same point.

>> Some are built in to questions, with feedback different videos

as to whether the student gets the question right or wrong.

And then at the end the end of the tutorial, the

presenter goes through the examination as if the camera isn't there.

>> Okay.

Do you have any pain in your shoulder at all?

What I'm going to do is just lift your arm up.

[BLANK_AUDIO]

>> One of the best things about the tutorial was the ease of use.

As soon as it was uploaded it was really self explanatory where you could go.

>> You really feel set up for the tutorial when

you go there which is something that you don't always feel.

And we felt it was something we could always re-visit,

say if there were things that we didn't really understand.

>> Overall, they responded very well to it.

They liked the fact that they knew what they were

going to be dealing with in a face to face session.

They liked the fact that they were

prepared and they felt generally more confident.

>> Al, almost entire, the entirety of the

students in my experience had done the tutorial.

Did come with questions, came with ideas, and, and had that

knowledge that made the, the group tutorial a lot more dynamic.

A lot more interesting.

>> And I think the facilitators find it more

rewarding that we can all participate in a discussion.

Because we have that prior knowledge before turning up to tutorials.

[BLANK_AUDIO]

>> The transition from a medical student to

a student doctor happens in these three clinical years.

And at the end of that you need skills and

knowledge, but you also need to have developed adult learning behavior.

So a lot of the set up and the way tutorials run.

Was, was driven by, how do we do this?

How do we make these people into independent learners?

The idea was that, by giving them this structure of preparation and

then face to face teaching, they would learn the the benefit of preparation.

>> I think setting up for things in advance

is something that we should be doing, but maybe aren't.

Maybe aren't doing, and I think this gives us the encouragement for

preparing in advance, which is what we should have been doing all along.

>> And also within the tutorials we've tried to introduce things like, if

you don't know about this, look it up, look it up in a book.

You know, look it, if you don't know about this drug look it up in a book.

So not just give everyone well here's your pop up box that tells you what

this does, no, you need to go outside and you need to look stuff up.

And because that's, that's simulating the

real situation when these students are doctors.

[BLANK_AUDIO]

We were really keen to make teaching more

rewarding and more efficient for the, for the teachers.

We've taken time to educate people and spend time showing them how easy

the resource is to use and some of the resources that are on it.

And once you actually can show people in a,

you know, even the teachers in a supported environment.

How to use these things and how to look at them.

We've had really good feedback from them.

[BLANK_AUDIO]

>> I think this whole project has been really worthwhile.

I think there's a long way to go with the website.

If you go to the website there's a lot of empty spaces that we need to work on.

But I think as a concept having an

open access resource with some really high quality material.

Its been, its been, its been a great thing to

work on and we're really excited by where it's going.

>> I think there's definitely scope for getting con,

contribution from other institutions and also from other countries.

And I think really working towards an open access network, you know, of

knowledge for medicine, specifically would be absolutely fantastic.

[BLANK_AUDIO]

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