Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting

In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training

Knowledge and use of information and communication technology by health sciences students of the University of Ghana

Background: Studies have shown that ICT adoption contributes to productivity and economic growth. It is therefore important that health workers have knowledge in ICT to ensure adoption and uptake of ICT tools to enable efficient health delivery.Objective: To determine the knowledge and use of ICT among students of the College of Health Sciences at the University of Ghana.Methods: This was a cross-sectional study conducted among students in all the five Schools of the College of Health Sciences at the University of Ghana. A total of 773 students were sampled from the Schools. Sampling proportionate to size was then used to determine the sample sizes required for each school, academic programme and level of programme. Simple random sampling was subsequently used to select students from each stratum.Results: Computer knowledge was high among students at almost 99%. About 83% owned computers (p < 0.001) and self-rated computer knowledge was also 87 % (p <0.001). Usage was mostly for studying at 93% (p< 0.001). Conclusions: This study shows students have adequate knowledge and use of computers. It brings about an opportunity to introduce ICT in healthcare delivery to them. This will ensure their adequate preparedness to embrace new ways of delivering care to improve service delivery.Funding: Africa Build Project, Grant Number: FP7-266474Keywords: ICT, health professionals, knowledge, student

Knowledge, attitude, practice, and generation of electronic waste (e-waste) among students of health sciences in a private college in Pune

Background: In "the era of information," e-waste is a major threat to solid waste management and public health. E-waste contains dangerous and destructive compounds that may affect the environment and human health if not properly handled. The objective of the study was to assess the knowledge, attitude, practice on e-waste and to determine e-waste generation rates for two electronic products: computers and cell (mobile) phones among health science students of the Symbiosis Institute of Health Sciences, Pune. Methodology: A web-based and institution-based cross-sectional study of students pursuing different health science courses was conducted. Out of 680 students, 405 were randomly selected, dispersed in six strata, and the Google questionnaire was disseminated using a proportionate probability to size ratio, with 188 participants responding at a 46.41% response rate. Results: Out of 188 respondents, 95 (50.6%) and 77 (41.2%) study subjects knew about the health and environmental risks associated with e-waste. Physical damage caused 126 (67%) of the research participants to replace their electronics. 67% would learn about e-waste management if it were on the course. 66% purchase 1-3 electronics devices every year, while 23% purchase 4-6. Overall e-waste generation rates among the participants were 0.223 units/capita/year for computers and 0.42 units/capita/year for mobile phones. Conclusion: This research reveals a lack of understanding and behaviours related to e-waste among students of health sciences, highlighting the need for health education on e-waste for public health and awareness on safe e-waste disposal, both of which are critical for a risk-free future

Improving “Desktop medicine” efficiency using Guided Inquiry Learning in an Electronic Health Records System

Recent studies have shown that more than 50% of physician time is spent on “desktop medicine” – the practice of medicine that requires the use of computers and other technology. Providers are trained in other medical practices through elaborate course work, but don’t get enough training and follow-up training on the desktop medicine practices such as efficient use of an electronic health record (EHR) system. By putting in practice theories from learning sciences, human-computer interaction and evaluation in an undergraduate health information management (HIM) course, we developed a module called Student Team Learning Monitor (STLM) in an open-source EHR.STEM Education Innovation & Research Institut

Taking ownership of technology: Lecturers as LMS learners

Our paper presents the findings from a study of personalised support in the use of the Learning Management System (LMS) to lecturers at the Faculty of Medical and Health Sciences, University of Auckland. Our study indicates that personalised support is an effective means of supporting some lecturers as they learn about the use of technology for teaching. We conclude our paper by considering the value of this research for the Faculty.published_or_final_versionThe 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology?, Sydney, Australia, 3-6 December 2006. In Proceedings of the 23rd Annual Ascilite Conference: Who’s learning? Whose technology?, 2006, v. 1, p. 213-21

Theorizing the Cultural Quality of New Media

The past thirty years have witnessed the emergence of new media: interactive, computer-based devices like multimedia PCs, digital (mobile) telephones, the Internet, hand-held computers and game computers. All of these are made possible through new advances in information technology. These devices are now regularly used at work or at home by a majority of people, and their influence has extended deeply to all sectors of society, including work, leisure, education, health care, government and the arts. New media have become new mass media, contrasting with “old” electronic and print media, like the radio, television, telephone and newspaper. It is widely recognized that the social, cultural and political implications of new media are significant, and it has even been argued by many that their rise has enabled the emergence of a new, postindustrial model of society, the information society, with its own principles of social and economic organization and cultural practices (Castells, 1996). The social, cultural and political implications of new media have now become a major topic in academic research, in both the social sciences, humanities and arts. In recent years, an interdisciplinary field of new media studies has even emerged (Lievrouw & Livingstone, 2002; Lister et al., 2003; ardrip-Fruin & Montfort, 2003)

Synapsis: Philadelphia Campus (1999)

This yearbook covers the Centennial, 100 Years, Trips, Parties, Prom, Halloween, Soiree, Football, Orientation, Biomedical Sciences Program, Physician Assistant Program, Student Council, Class Officers, Clubs, Physicians for Social Responsibility, PSR, Emanuel Fliegelman Obstetrics and Gynecology, A Capella, Pathology, Women\u27s Rugby, Daniel Wisely Surgery, American College of Osteopathic Family Practitioners, ACOFP, Jewish Physicians\u27 Network, Geriatrics, Undergraduate American Academy of Osteopathy, UAAO, Men\u27s Soccer, Yearbook Staff, Association Of Military Osteopathic Physicians and Surgeons, AMOPS, Sigma Sigma Phi, SSPh, (ΣΣΦ), Internal Medicine, Volleyball, Emergency Medicine, Robert Berger, DO Pediatric Society, Student Associates Auxiliary, SSA, Sport Medicine, Men\u27s Rugby, American Medical Women\u27s Association, AMWA, Student Osteopathic Medical Association, SOMA, Clinical Pharmacology & Therapeutics, Phi Sigma Gamma, PhSG, (ΦΣΓ), Roller Hockey, Basketball, Ethics Committee, Community of Italian American Osteopaths, CIAO, Public Health, Physician Assistants, Islamic Medical Association, Running, Asian Medical & Health Association, Ballroom Dance, Business & Medicine, American Medical Student Association, AMSA, Christian Medical And Dental Society, CMDS, Computers in Medicine, Science in Medicine, Psychology, Medical Explorers, Student National Medical Association, SNMAhttps://digitalcommons.pcom.edu/yearbooks/1093/thumbnail.jp

Flexible Learning Spaces Evaluation Report

City University, London is tackling the challenge of ensuring the learning spaces provided are able to meet the anticipated increase in technology usage and prevalent pedagogies. There is no longer a standard classroom design that will achieve this goal and therefore it is imperative to pilot and explore a variety of flexible learning spaces. This report feeds back on an evaluation of two flexible learning space approaches piloted in the autumn term of 2012 as alternatives to traditional computer rooms laid out in rows with the lecturer positioned at the front. These approaches are: pop-up computers on circular tables in AG24A; and laptop lockers enabling staff to borrow laptops to use with students on node chairs in AG24B. Each of these approaches also supported the use of students’ own devices in learning spaces. These methods were evaluated using surveys, interviews and an open house forum. The report shares the findings and recommendations from this evaluation and future plans for learning spaces

Coverage analysis of Scopus: A journal metric approach

Our aim is to compare the coverage of the Scopus database with that of Ulrich, to determine just how homogenous it is in the academic world. The variables taken into account were subject distribution, geographical distribution, distribution by publishers and the language of publication. The analysis of the coverage of a product of this nature should be done in relation to an accepted model, the optimal choice being Ulrich’s Directory, considered the international point of reference for the most comprehensive information on journals published throughout the world. The results described here allow us to draw a profile of Scopus in terms of its coverage by areas – geographic and thematic – and the significance of peer-review in its publications. Both these aspects are highly pragmatic considerations for information retrieval, the evaluation of research, and the design of policies for the use of scientific databases in scientific promotion