Technical evaluation of the mEducator 3.0 linked data-based environment for sharing medical educational resources

mEducator 3.0 is a content sharing approach for medical education, based on Linked Data principles. Through standardization, it enables sharing and discovery of medical information. Overall the mEducator project seeks to address the following two different approaches, mEducator 2.0, based on web 2.0 and ad-hoc Application Programmers Interfaces (APIs), and mEducator 3.0, which builds upon a collection of Semantic Web Services that federate existing sources of medical and Technology Enhanced Learning (TEL) data. The semantic mEducator 3.0 approach It has a number of different instantiations, allowing flexibility and choice. At present these comprise of a standalone social web-based instantiation (MetaMorphosis+) and instantiations integrated with Drupal, Moodle and OpenLabyrinth systems. This paper presents the evaluation results of the mEducator 3.0 Linked Data based environment for sharing medical educational resources and focuses on metadata enrichment, conformance to the requirements and technical performance (of the MetaMorphosis+ and Drupal instantiations)

Co-creation of a virtual interactive teaching package for auditors of healthcare placements - towards assurance of quality of health care traineeships

To provide medical and allied health professionals students with the best clinical learning environments, quality processes must be in place, and these require innovation to assure audit material resources that are fit for purpose, can work well within the situation and provide the correct teaching and learning to train auditors. HEALINT4ALL ERASMUS+ Strategic partnership provides medical education and allied health professionals with an audit system to facilitate quality assurance of EU clinical learning environments by mapping and innovatively adapting a newly established audit protocol and support tools to suit the Higher Education needs for wider application to medicine and professionals allied to medicine. The project conducted a literature scoping review followed by interviews and focus groups across all 6 European partners of clinicians, students and educators of service needs and best practice, resulting to map standards and requirements for clinical learning environments and develop a protocol to assess the quality of placements. Next, it developed a digital interactive platform for European and national placements appraisal following user-centred design to allow the collaboration between Higher Education Institutions (HEIs), and HEIs and placements. In order the application of the HEALINT4ALL protocol within the digital interactive tool to be beneficial, the auditors of the healthcare placements should have the necessary competences to perform the audits utilising the HEALINT4ALL a digital interactive platform. An online or blended learning approach is preferred to fit with the clinical academics' needs that will undertake the role of auditor. Thus, HEALINT4ALL co-created a Virtual Interactive Teaching Package for Training the Auditors of Healthcare Placements. It followed a modified ASPIRE framework to develop the package. The ASPIRE framework stands for Aims, Storyboarding, Population, Implementation, Release and Evaluation. This work describes the co-creation journey that engaged stakeholders in 6 different countries in order to co-design the resources, experts in the field that reviewed the content to ensure its high quality, the development that followed and the first pilot's evaluation from experts. While some efforts have been made towards the standardisation of auditing clinical placements, to the best of our knowledge this is the first attempt to develop a short curriculum to training the auditors of healthcare placements and implemented as a virtual interactive teaching package

A risk-adjusted and anatomically stratified cohort comparison study of open surgery, endovascular techniques and medical management for juxtarenal aortic aneurysms-the UK COMPlex AneurySm Study (UK-COMPASS): a study protocol.

Funder: Health Technology Assessment Programme; Grant(s): Award ID: 15/153/02INTRODUCTION: In one-third of all abdominal aortic aneurysms (AAAs), the aneurysm neck is short (juxtarenal) or shows other adverse anatomical features rendering operations more complex, hazardous and expensive. Surgical options include open surgical repair and endovascular aneurysm repair (EVAR) techniques including fenestrated EVAR, EVAR with adjuncts (chimneys/endoanchors) and off-label standard EVAR. The aim of the UK COMPlex AneurySm Study (UK-COMPASS) is to answer the research question identified by the National Institute for Health Research Health Technology Assessment (NIHR HTA) Programme: 'What is the clinical and cost-effectiveness of strategies for the management of juxtarenal AAA, including fenestrated endovascular repair?' METHODS AND ANALYSIS: UK-COMPASS is a cohort study comparing clinical and cost-effectiveness of different strategies used to manage complex AAAs with stratification of physiological fitness and anatomical complexity, with statistical correction for baseline risk and indication biases. There are two data streams. First, a stream of routinely collected data from Hospital Episode Statistics and National Vascular Registry (NVR). Preoperative CT scans of all patients who underwent elective AAA repair in England between 1 November 2017 and 31 October 2019 are subjected to Corelab analysis to accurately identify and include every complex aneurysm treated. Second, a site-reported data stream regarding quality of life and treatment costs from prospectively recruited patients across England. Site recruitment also includes patients with complex aneurysms larger than 55 mm diameter in whom an operation is deferred (medical management). The primary outcome measure is perioperative all-cause mortality. Follow-up will be to a median of 5 years. ETHICS AND DISSEMINATION: The study has received full regulatory approvals from a Research Ethics Committee, the Confidentiality Advisory Group and the Health Research Authority. Data sharing agreements are in place with National Health Service Digital and the NVR. Dissemination will be via NIHR HTA reporting, peer-reviewed journals and conferences. TRIAL REGISTRATION NUMBER: ISRCTN85731188

Towards Classroom Affective Analytics. Validating an Affective State Self-reporting tool for the medical classroom

This article was migrated. The article was not marked as recommended. Background: Emotion and cognition are closely interconnected. Specifically in learning engagement and motivation are crucial pillars of effectively absorbing the educational material and being able to utilize it. For this reason, one of the key challenges in the classroom, especially in pre-clinical medical education, is the assessment of the audience's mood in order to apply effective engagement strategies in it. This work presents the first efficacy and robustness results of a subjective classroom affective state measurement instrument. Methods: Students recorded affective states using a range of positive to negative smileys in lightweight web based and mobile applications. A total of 225 pre lecture, 220 post lecture and 20 mid lecture recordings were taken throughout 5 lectures. In one of these (lecture 2), as an intervention, the mood of the students was positively altered using an impressive demonstration. Results: Kolmogorov Smirnov tests revealed samples not following normal distributions. Independent samples Mann-Wittney U Tests presented statistically significant variation between pre and post recordings only for lecture 2 at significance p&lt;0.01 (U=1416, p=0.006). Kruskal-Walis one-way ANOVA for post lecture data revealed statistically significant difference lecture 2 at p&lt;0.01 (p =0.000) with no variations presented in other post and all pre-lecture recordings, further establishing the robustness of the tool. Post-hoc pairwise test of post lecture tests revealed that the detected difference in lecture 2 was strongly positive (z between 4.495 and 2.039 between lecture 2 and all others). Conclusions: Demonstrated efficacy of such a simple and readily available tool for affective measurements opens new classroom strategies through easily accessible web based and mobile technologies. Self- reported affective classroom analytics can readily be aggregated from such instruments and used for even real time improvement of audience engagement.</ns4:p