Personalised and Adaptive Mentoring in Medical Education – the myPAL project

This position paper describes a long-term Technology-Enhanced Learning initiative at the Leeds Institute of Medical Education in which a personalised adaptive learning mentor will be deployed for all MBChB students enrolled in the course. The system, myPAL, is enriching the existing TEL programs embedded in the curriculum and will be leveraging recent advances in Learning Analytics and Open Learner Modelling. The paper presents the context of the project and the opportunities that deployment settings will offer, and highlights the research and development strands that will underpin it

9th Annual Focus on Creative Inquiry Poster Forum Program

The 2014 Focus on Creative Inquiry Poster Forum displays a selection of the projects accomplished by Clemson University students in their Creative Inquiry teams. What is Creative Inquiry? It is small-group learning for all students, in all disciplines. It is the imaginative combination of engaged learning and undergraduate research – and it is unique to Clemson University. In Creative inquiry, small teams of undergraduate students work with faculty mentors to take on problems that spring from their own curiosity, a professor’s challenge, or the pressing needs of the world around them. Students take ownership of their projects. They ask questions, they take risks, and they get answers

Development of a Web-based Resident Profiling Tool to Support Training in Practice-based Learning and Improvement

Multiple factors are driving residency programs to explicitly address practice-based learning and improvement (PBLI), yet few information systems exist to facilitate such training. We developed, implemented, and evaluated a Web-based tool that provides Internal Medicine residents at the University of Virginia Health System with population-based reports about their ambulatory clinical experiences. Residents use Systems and Practice Analysis for Resident Competencies (SPARC) to identify potential areas for practice improvement. Thirty-three (65%) of 51 residents completed a survey assessing SPARC’s usefulness, with 94% agreeing that it was a useful educational tool. Twenty-six residents (51%) completed a before–after study indicating increased agreement (5-point Likert scale, with 5=strongly agree) with statements regarding confidence in ability to access population-based data about chronic disease management (mean [SD] 2.5 [1.2] vs. 4.5 [0.5], p < .001, sign test) and information comparing their practice style to that of their peers (2.2 [1.2] vs. 4.6 [0.5], p < .001)

La Salle University Graduate Catalog 2005-2006

https://digitalcommons.lasalle.edu/course_catalogs/1187/thumbnail.jp