Computer laboratory in medical education for medical students

Five generations of the second year students at the Zagreb University School of Medicine were interviewed through an anonymous questionnaire on their use of personal computers, Internet, computer laboratories and computer-assisted education in general. Results show advance in using the information and communication technology by medical students during the period from 1998/99 to 2002/03. However, their positive opinion about computer laboratory depends on installed capacities: the better technology in the computer laboratory – the more positive opinion of it

A comparison of computer assisted learning and practical animal experiment for undergraduate medical students in pharmacology curriculum - a questionnaire based study conducted in a medical college of North India

Background: The practical sessions in pharmacology training involving animal experiments were perceived to be unnecessary as the learning objectives of these practical sessions primarily focus on observational, analytical and interpretative skills. A number of computer simulation and other models have been recommended for use as alternatives to use of animals for medical education. In this study, we compared Computer Assisted Learning (CAL) with practical animal experiments for medical undergraduates based on questionnaire. The objective of the study was to compare Computer Assisted Learning and practical animal experiments for medical undergraduates in pharmacology curriculum.Methods: This was a questionnaire based observational study involving 300 medical undergraduates and eighteen faculty members. It included two systems i.e. CAL and conventional animal experiments. A separate questionnaire was prepared for the faculty members.Results: Results showed that CAL has nearly replaced the practical laboratory experiments as far as the medical undergraduate training is concerned. All the students and teachers believed that CAL is better and more understandable than animal experiments done practically.Conclusions: It is concluded that CAL is a better source of experimentation at the undergraduate level and provides dependable outcomes

Students' perceptions of a multimedia computer-aided instruction resource in histology

Objective. To develop an interactive muttimedia-based computer-aided instruction (CAI) programme, to detennine its educational worth and efficacy in a multicuttural academic environment and to evaluate its usage by students with differing levels of computer literacy. Design. A prospective descriptive study evaluating preand post-module testing, student usage tracking and a questionnaire survey. Setting. University of Natal Medical School. Participants. Thirty-four volunteers from the class of 125 second-year M.B. Ch.B. students who participated in the CAI study; 13 of these were not computer-literate. Intervention. The stUdy group used the CAI module for 2 weeks as part of the course. Main outcome measures, Post·test scoring and evaluation of questionnaire responses. Results. Results of pre- and post-tests show that CAI users' scores were slightly lower on pre-testing (22.1 % v. 23.2%), while their post-test scores were higher (65.6% v. 60.7%). Lack of computer literacy did not restrict or hinder students in their use of the programme. Responses to a questionnaire completed by all CAI users indicate consensus that the programme helped the students to learn (94%), that it provided important basic knowledge (88%) and that it was a helpful learning experience (88%). All but 1 student wished to have more programmes like this available in histology. Conclusions. The CAI programme reduced the time spent by students in the histology microscopy laboratory and did not negatively affect their marks in post-course evaluation. The concept of muttimedia-based CAI in medical education was posmvely received by the students who participated.S Afr Med J 1996; 86: 1098-110

TODAY - June 07, 1989

Inside this issue: - LLUSM receives $500,000 AIDS, cancer research gift- Awards, scholarships presented to La Sierra students, employees- Loma Linda campus employees honored at recognition ceremony- Ribbon cutting ceremonies held for new learning center- TODAY at LLUMC-- Hospital maintenance director Melvin Bergvall honored by LLUMC at retirement reception-- LLUMC employees respond to fire on Unit 9200-- New director named for LLUMC speech-language pathology department- Center for Health Promotion develops health analysis program for General Conference- Marriott Corporation contributes$5,000 for student scholarships- Vespers program features concert pianist on June 10- \u27The Image of Christian Nursing\u27 discussed at School of Nursing continuing education course- Loma Linda Academy students receive unique opportunity- Youngberg Adventist Hospital serves as site of six-week seminar- Honored Loma Linda University Employees (list)- New micro-computer laboratory opens on La Sierra campus- Three Loma Linda Academy faculty members receive Zapara Award for Excellence in Education- Rhonda Hamerslough named outstanding LLU physical education major by NASPE- Three scientific lectures to be presented by Medical Center dermatology program- Disarming Diabetes seminar planned for June 19, 20, and 21- Annual perinatal symposium planned for September 6-8- \u27SKIP\u27 open house slated for June 14- FACULTY NOTES- Adventist grade school student wins national geography contesthttps://scholarsrepository.llu.edu/today/1164/thumbnail.jp

Evaluation of the usefulness of a computer‐based learning program to support student learning in pharmacology

This study aims to evaluate the effectiveness of a computer‐based teaching program in supporting and enhancing traditional teaching methods. The program covers the pharmacology of inflammation and has been evaluated with a group of second‐year medical students at a UK university. The study assessed subject‐specific knowledge using a pre‐ and post‐test and surveyed, by questionnaire, students’ perceptions of the usefulness of the program to support learning before and after use. The use of computers for learning amongst this cohort of students was widespread. The results demonstrated an increase in students ‘ knowledge of the pharmacology of inflammation, coupled with a positive attitude towards the CBL program they had used and the advantages that this mode of study may provide in enabling students to manage their own learning. However, students did not feel that the program could substitute for traditional teaching (lectures)

Advantages and disadvantages of digital technologies in dental medicine education

Digital technologies have begun their journey in dentistry in recent years. Thanks to this development, clinical practices and laboratory techniques are moving to digital processes. The merging of these digital puzzles into one whole is the logical continuum of this trend - the creation of a 3D virtual patient. In the context of medical education, the virtual patient is defined as an interactive computer simulation of a real-life clinical scenario for the purpose of teaching, learning and evaluation. This review is limited to one area of e-learning in dentistry. It is a fact that few studies have been published as to compare the effectiveness of new virtual and augmented reality systems in dental education. Advanced simulation technology shows the potential to improve training methods and quality. With the widespread adoption and integration of these technologies into the curriculum, students can achieve a higher level of competence before embarking on a clinical practice. Scientific researches will continue to offer a variety of technologies and effective treatments. To take full advantage of modern science, new knowledge and technology must be incorporated into the core of dental education. The aim of this study is to present the advantages and disadvantages of digital technologies and virtual simulators in dental education

Fitting the Means to the Ends: One School’s Experience with Quantitative and Qualitative Methods in Curriculum Evaluation During Curriculum Change

Curriculum evaluation plays an important role in substantive curriculum change. The experience of the University of Texas Medical Branch (UTMB) with evaluation processes developed for the new Integrated Medical Curriculum (IMC) illustrates how evaluation methods may be chosen to match the goals of the curriculum evaluation process. Quantitative data such as ratings of courses or scores on external exams are useful for comparing courses or assessing whether standards have been met. Qualitative data such as students’ comments about aspects of courses are useful for eliciting explanations of observed phenomena and describing relationships between curriculum features and outcomes. The curriculum evaluation process designed for the IMC used both types of evaluation methods in a complementary fashion. Quantitative and qualitative methods have been used for formative evaluation of the new IMC courses. They are now being incorporated into processes to judge the IMC against its goals and objectives

A Survey of Information Sources Used for Progress Decisions about Medical Students

Although many medical schools have adopted a variety of methods to assess student competency, the extent to which these innovations have changed how decisions about student progress are made is not clear. This paper describes a survey of 126 accredited allopathic U.S. medical schools to determine which information sources are used for decisions related to medical student progress and graduation. Respondents were asked to indicate up to three information sources used for seven specific decisions about student progress. The results indicate that multiple choice questions (MCQs) and faculty ratings remain the most frequently used information sources. Clinical skills education in the pre-clinical curriculum is the area with the broadest use of assessments for progress decisions. Several explanations are suggested for the primacy of MCQs and faculty ratings in student decisions, including familiarity for faculty and students, ease of implementation and the resources required for the adoption of other assessment strategies

Comparison of the cost‐effectiveness of a computer‐assisted learning program with a tutored demonstration to teach intestinal motility to medical students

Computer‐based simulations of undergraduate experiments in pharmacology and physiology may offer a cost‐effective alternative to the traditional live laboratory for some students, for whom laboratory skills are less important. Here we describe a study which compares two approaches to teaching preclinical medical students the pharmacology of colonic motility. Half of one cohort received a tutored live demonstration of an isolated tissue laboratory, while the other half used a computer simulation program covering the same subject. The study demonstrated that student learning was comparable for both groups, that many students found the computer simulation an acceptable alternative and that the latter required significantly less resource