Acceptance of medical training cases as supplement to lectures

Introduction: Medical training cases (virtual patients) are in widespread use for student education. Most publications report about development and experiences in one course with training cases. In this paper we compare the acceptance of different training case courses with different usages deployed as supplement to lectures of the medical faculty of Wuerzburg university during a period of three semesters

Creation and evaluation of AnswersIn, a novel computer based teaching framework in gastroenterology

Background: There is currently little evidence of a theoretical base for the development and delivery of multimedia teaching in medicine. In this thesis I have; (1) reviewed the principles of adult learning and Instructional Design (ID) (2) proposed an evidence based model for a novel multimedia learning framework (3) developed the model (4) delivered the program to medical students who evaluated its functionality and content and (5) identified learning points for future investigators. Method: Interview style scripts were authored, recorded and integrated to produce “AnswersIn Gastroenterology”. A focus group based pilot study tested the robustness of the program and need for modification. Following a survey of medical student access to multimedia computers, AnswersIn was made available on the university server. The technical challenges of web-delivery were documented and the program made available to four consecutive student groups during their gastroenterology blocks. At the end of each block, students formatively evaluated the resource via a questionnaire. Additionally, the variety of data available using a web-tracker was examined as well as the effect upon usage of a series of advertising emails. Results: 8.5 hours of content were developed. The focus group recommended modifications which were implemented. The survey demonstrated that medical students have high levels of access to multimedia computers. Despite problems encountered during the implementation phase, a total of 178 students had access over four blocks. 21 percent considered AnswersIn as an alternative to lectures and 33 percent indicated that they would use AnswersIn as their main learning resource. Students gave reasons why they continued to favour traditional teaching methods but almost all stated that they would like to see AnswersIn extended to other subjects. Web tracking demonstrated that advertising increased usage. Conclusion: AnswersIn is a novel framework formulated using principles of adult learning and Instructional Design. Formative assessments indicate that students respond favourably to its introduction and its usage can be influenced by advertising

HSLIC Annual Report FY2006-07

https://digitalrepository.unm.edu/hslic-annual-reports/1001/thumbnail.jp

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine, 1980-1981

•Dean\u27s Introduction •Governance of the University Medical Center and College of Medicine •Emeriti Faculty •Educational Programs •Academic Calendar •History and Standing-College of Medicine •Educational Goals •Learning Facilities-Clinical, Laboratory, Library •Office of Educational Research and Services •Office of Minority Student Affairs •Curriculum •Admission Requirements •Applications for Admission &Procedures •Registration and Student Records •Examinations and Grading System •Special Assistance to Students •Class Performance and Promotion •The Student Research Opportunities •Leave of Absence or Withdrawal •Graduation Requirements and Procedures •Alumni Association •Fees •Financial Assistance •Student Health Service •Residency Requirements •Departments and Courseshttps://digitalcommons.unmc.edu/bulletin_com/1075/thumbnail.jp

What Should Doctors Know?

ract Delors has established some of the pilasters of education that include learning to know, learning to do, learning to be, and learning to live together and that can be applied to medical school students. More specifically, knowledge is the first important skill students must develop in order to start becoming doctors. The present paper, considering exclusively medical degree courses, focuses on assessing the different educational English language needs of medical students and investigates to what extent such needs are satisfied. To address these issues, a survey was carried out using the Internet to look into all the different Italian universities and to see what each of them offers in terms of English language teaching. English courses in Italian medical schools as they appear today from the present survey seem to be useless. They cannot fulfill the particular needs of medical school students and even less of medical doctors. A unified program is necessary for all Italian medical schools, and English should be taught through specific pathways for each individual student

What Should Doctors Know?

ract Delors has established some of the pilasters of education that include learning to know, learning to do, learning to be, and learning to live together and that can be applied to medical school students. More specifically, knowledge is the first important skill students must develop in order to start becoming doctors. The present paper, considering exclusively medical degree courses, focuses on assessing the different educational English language needs of medical students and investigates to what extent such needs are satisfied. To address these issues, a survey was carried out using the Internet to look into all the different Italian universities and to see what each of them offers in terms of English language teaching. English courses in Italian medical schools as they appear today from the present survey seem to be useless. They cannot fulfill the particular needs of medical school students and even less of medical doctors. A unified program is necessary for all Italian medical schools, and English should be taught through specific pathways for each individual student

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine, 1994-1995

•Governance of the University of Nebraska •College of Medicine Administration •The University of Nebraska •General Information •Learning Facilities •Admissions •Curriculum •Academic Calendar 1994-95 •Evaluation of Student Performance •Requirements for Graduation •General Policies •Fees and Expenses •Financial Assistance •Departments of Instruction •Faculty Listing •Indexhttps://digitalcommons.unmc.edu/bulletin_com/1083/thumbnail.jp

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine, 1981-1982

•Academic Calendar •Governance •Undergraduate Medical •Graduate Medical Education •Continuing Medical Education •School of Allied Health •Graduate College •General Information •Learning Facilities •Admissions •Curriculum •General Policies •The Student Body and Student Organizations •Requirements for Graduation •Fees and Expenses •Financial Assistance •Health Services for Students •Minority Student Affairs Office •Departments of Instructionshttps://digitalcommons.unmc.edu/bulletin_com/1076/thumbnail.jp