19 research outputs found
Digital Health Interventions (DHIs) to Support the Management of Children and Adolescents with SickleâCell Disease
Sickleâcell disease (SCD) is a very complex disorder alluding to all areas of medicine. Nevertheless, basic preventive and therapeutic interventions in patients suffering from SCD are extremely simple. However, in everyday life it is sometimes virtually impossible to motivate children and young adolescents to effectively selfâmanage their disorder at an early stage. Digital health interventions (DHIs) provide new opportunities to support selfâmanagement behaviours. DHIs may facilitate daily and recurrent routines such as drug intake or appointments along with helping the patients to better cope with their disease. This may be realized through mobileâtraining programmes, diseaseâspecific social networks using secure communication channels, diaries, blogs and even games. Indeed, there are fascinating opportunities for modern diseaseâtraining programmes to take advantage of several media that can be combined and didactically optimized to meet the individual needs and intellectual abilities of different patients. The technological progress is rapid, extremely dynamic and highly creative. Our chapter gives an overview of the multifarious world of DHIs with a focus on smartphone applications known as mobile health apps (mHealth apps). We elucidate the potential reasons why we think that numerous apps for SCD patients have not been successful and which app features developers should consider if they want to create a popular patient app
Evaluation of the free, open source software WordPress as electronic portfolio system in undergraduate medical education
Background Electronic portfolios (ePortfolios) are used to document and
support learning activities. E-portfolios with mobile capabilities allow even
more flexibility. However, the development or acquisition of ePortfolio
software is often costly, and at the same time, commercially available systems
may not sufficiently fit the institutionâs needs. The aim of this study was to
design and evaluate an ePortfolio system with mobile capabilities using a
commercially free and open source software solution. Methods We created an
online ePortfolio environment using the blogging software WordPress based on
reported capability features of such software by a qualitative weight and sum
method. Technical implementation and usability were evaluated by 25 medical
students during their clinical training by quantitative and qualitative means
using online questionnaires and focus groups. Results The WordPress ePortfolio
environment allowed students a broad spectrum of activities â often documented
via mobile devices â like collection of multimedia evidences, posting
reflections, messaging, web publishing, ePortfolio searches, collaborative
learning, knowledge management in a content management system including a wiki
and RSS feeds, and the use of aid tools for studying. The studentsâ experience
with WordPress revealed a few technical problems, and this report provides
workarounds. The WordPress ePortfolio was rated positively by the students as
a content management system (67 % of the students), for exchange with other
students (74 %), as a note pad for reflections (53 %) and for its potential as
an information source for assessment (48 %) and exchange with a mentor (68 %).
On the negative side, 74 % of the students in this pilot study did not find it
easy to get started with the system, and 63 % rated the ePortfolio as not
being user-friendly. Qualitative analysis indicated a need for more
introductory information and training. Conclusions It is possible to build an
advanced ePortfolio system with mobile capabilities with the free and open
source software WordPress. This allows institutions without proprietary
software to build a sophisticated ePortfolio system adapted to their needs
with relatively few resources. The implementation of WordPress should be
accompanied by introductory courses in the use of the software and its apps in
order to facilitate its usability
Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools
Background The use of electronic learning formats (e-learning) in medical
education is reported mainly from individual specialty perspectives. In this
study, we analyzed the implementation level of e-learning formats and the
institutional support structures and strategies at an institutional level in a
cluster of mid-European medical schools. Methods A 49-item online
questionnaire was send to 48 medical schools in Austria, Germany and
Switzerland using SurveyMonkeyÂź. Data were collected between February and
September of 2013 and analyzed using quantities, statistical and qualitative
means. Results The response rate was 71 %. All schools had implemented
e-learning, but mainly as an optional supplement to the curriculum. E-learning
involved a wide range of formats across all disciplines. Online learning
platforms were used by 97 % of the schools. Full-time e-learning staff was
employed by 50 %, and these had a positive and significant effect on the
presence of e-learning in the corresponding medical schools. In addition, 81 %
offered training programs and qualifications for their teachers and 76 %
awarded performance-oriented benefits, with 17 % giving these for e-learning
tasks. Realization of e-learning offers was rewarded by 33 %, with 27 %
recognizing this as part of the teaching load. 97 % would use curriculum-
compatible e-learning tools produced by other faculties. Conclusions While all
participating medical schools used e-learning concepts, this survey revealed
also a reasonable support by institutional infrastructure and the importance
of staff for the implementation level of e-learning offerings. However, data
showed some potential for increasing tangible incentives to motivate teachers
to engage in further use of e-learning. Furthermore, the use of individual
tools and the distribution of e-learning presentations in various disciplines
were quite inhomogeneous. The willingness of the medical schools to cooperate
should be capitalized for the future, especially concerning the provision of
e-learning tools and concepts
Evaluation of the free, open source software WordPress as electronic portfolio system in undergraduate medical education
Script Concordance Test: a new method to measure development of competencies in critcal clincal thinking of medical students in pediatrics
Einleitung Die PrĂŒfungen im universitĂ€ren Umfeld bestehen in der studentischen
Ausbildung zum groĂen Teil aus Multiple-Choice-Fragen. Dieses Format ĂŒberprĂŒft
medizinisches Faktenwissen. Medizinische Handlungspraxis basiert neben dem
theoretischen medizinischen Fachwissen auf unterschiedlichen Kompetenzen. Eine
davon ist das klinisch-differentialdiagnostische Denken. Das Ziel dieser
Studie ist die ĂberprĂŒfung der Eignung des Skript Konkordanz Tests (SKT) als
neues PrĂŒfungsinstrument fĂŒr die Messung der Kompetenz des klinisch-
differentialdiagnostischen Denkens, im Fach der Kinderheilkunde bei
Studierenden der Humanmedizin. Es soll ĂŒberprĂŒft werden inwiefern eine
Beziehung zwischen dem Grad der AusprÀgung klinischen Experten_innen-Wissens
der Dozierenden und dem Abschneiden der Studierendengruppen dieser Dozierenden
im SKT besteht. Methodik In einem Workshop wurde ein Fragenkatalog mit 150
Fragen aus den elf Fachbereichen des OHCs fĂŒr Studierende des Blockpraktikums
im sechsten klinischen Semesters (Regelstudiengang) entwickelt. Im
Wintersemester 2008/2009 wurde eine prospektive Kohortenstudie durchgefĂŒhrt.
Alle 50 Dozierenden haben die Fragen freiwillig beantwortet. Die Ergebnisse
des SKT wurden mit den Ergebnissen der MC-Klausur (Sommersemester 2008)
verglichen. Die Ergebnisse der Dozierenden wurden korreliert mit den
Ergebnissen der von Ihnen betreuten Gruppen. Ergebnisse 287 Studierende nahmen
an der semesterĂŒbergreifenden auf Multiple Choice Fragen basierenden
Abschlussklausur des fĂŒnften klinischen Semesters im Sommersemester 2008 teil.
Von diesen nahmen 232 am Skript-Konkordanz Test des folgenden sechsten
klinischen Semesters teil (Wintersemester 2008/2009). 64% von ihnen waren
weiblich, 36% mÀnnlich. Alle 51 Dozenten, die im Blockpraktikum des
Wintersemesters 2008/2009 unterrichteten nahmen freiwillig teil. Die SK-
Testergebnisse der Studierenden lagen zwischen 49 und 95 Prozent der
erreichbaren Punkte, mit einem Mittelwert von 80,4 Prozent. In der MC- Klausur
erreichten die Studierenden Werte zwischen 12 und 38 von 39 erreichbaren
(Mittelwert 30 Punkte) Punkten. Die Dozierenden erreichten Ergebnisse zwischen
63 und 96 Prozent im SKT (Mittelwert 82,5 Prozent). Der SKT erreichte bei den
Studierenden einen optimierten RealiabilitĂ€tskoeffizienten, ausgedrĂŒckt durch
den Faktor Cronbach Alpha von 0,72. (MC-Klausur 0,76). Die
Korrelationskoeffizienten (r=0,11 r=0,04) der MC-Klausur und dem SKT waren
statisch nicht signifikant. Der Vergleich der Mittelwerte der Dozierenden und
Studierenden ergab einen statistisch signifikanten Unterschied, insbesondere
unter BerĂŒcksichtigung des Einflusses der Dozierenden auf das Ergebnis ihrer
Gruppe (r=0,55, p<0,001). SchluĂfolgerung Der SK-Test erfĂŒllt durch seine
hohen ReliabilitÀts- und ValiditÀtswerte die Anforderungen, die an eine
notengebenden PrĂŒfung gerichtet werden. Der SKT unterscheidet zudem signifikat
zwischen Studierenden und Dozierenden. Die schwache Korrelation zwischen den
Ergebnissen der MC-Klausur und dem SKT ist ein Hinweis auf die
unterschiedlichen WissensdomÀnen sein, die von den beiden Formaten gemessen
werden.Introduction Examinations in undergraduate medical education consist to a
large extent of Multiple Choice Questions. Clinical reasoning represents one
core competency addressed by undergraduate medical education. Aim of this
study is to approve the appropriateness of a tool to assess clinical reasoning
competence, the Script Concordance Test (SCT). It aims to find validity for
the test as a tool to assess clinical reasoning competency by a large group of
medical students related to the grade of competence of clinical experts from
the same department. Methods A workshop was held to define a pool of 150 SCT-
questions was developed, based on the learning objectives in eleven pediatric
subspecialities. A prospective cohort study was conducted with all students of
the sixth clinical semester during winter semester 2008/2009. Scores of the
SCT were compared to studentâs MCQ-scores. Scores of the teachersâ group were
compared to those of their students to analyze their influence on the
development of clinical reasoning competence during the course. Results 287
students took part in the obligatory MC-assessment in summer semester 2008 of
whom 232 took part in the SCT in winter semester 2008/2009 at the end of the
âBlockpraktikum PĂ€diatrieâ course (64 percent female, 36 percent male). All 51
teachers of the course took part in SCT test. The SCT results of all students
were correlated to their MC-test results (summer semester 2008) and to the
results of their groupsâ teachers results. The scores on the SCT of the
students ranged from 49 to 95 percent (mean 80,4 percent). Teachers scores
ranged from 63 to 96 percent (mean 82,5 percent). The optimized reliability of
the SCT scores, using Cronbachâs alpha, was 0.72, of the MC test 0,76. The
studentâs correlations between the scores of the SC-Test and the MC-Test
results were with r= 0,11 and r=0,04 statistically non-significant.
Correlation between studentsâ and teachersâ mean scores was significant
(r=0,55, p<0,001) Conclusion The SK-Test results could significantly
differentiate between students and residents. The SC-Test could not show an
increase in performance between residents and senior house officers. The poor
correlation between the performance on the SCT and the performance on the MC-
Test are due to the fact that the test evaluated a different domain. SCT has
proven its ability to fulfill the needs of a high stakes examination tool and
to assess studentsâ clinical reasoning capabilities as summative test tool
Human- und Tiermedizin. Technologieeinsatz im Gesundheitswesen
In der human- und tiermedizinischen Bildung spielt technologiebasiertes Lernen fĂŒr den Erwerb praktischer und theoretischer Kompetenzen eine zentrale Rolle. Bildungsszenarien der medizinischen Aus- und Weiterbildung befinden sich in einem dauerhaften Reformprozess, deren Kern die ZusammenfĂŒhrung theoretischer und praktischer Inhalte in interdisziplinĂ€ren, auf Kleingruppenunterricht basierenden Curricula ist. Der Technologieeinsatz spielt dabei in unterscheidlichen Szenarien eine Rolle, beispielweise in Blended-Learning-Veranstaltungen, bei ergĂ€nzenden virtuellen Patientenvisiten oder auch žmultitouchbasierte 3D-Patientensimulatoren\u27. Virtuelle Patientinnen und Patienten erlauben so neben der Entlastung schwerkranker und schutzbedĂŒrftiger Menschen eine intensivere theoretische Vorbereitung der Lernenden auf den Alltag in der klinischen Praxis. In diesem Beitrag wird auĂerdem auch auf die Arbeit mit E-Portfolios sowie auf den Einsatz von Social-Media-Werkzeugen in der medizinischen Aus- und Weiterbildung eingegangen. (DIPF/Orig.
Measurement of Interactions between ÎČ-Lactoglobulin and Flavor Compounds (Esters, Acids, and Pyrazines) by Affinity and Exclusion Size Chromatography
Serious Games for Health: Spielend lernen und heilen mit Computerspielen?
Sostmann K, Tolks D, Fischer M, Buron S. Serious Games for Health: Spielend lernen und heilen mit Computerspielen? GMS Medizinische Informatik, Biometrie und Epidemiologie. 2010;6(2).Serious Games (SG) stellen ein neues Medium im Bereich der E-Learning-Anwendungen dar. Sie nutzen die multimedialen Vorteile von Computerspielen, um die didaktischen BedĂŒrfnisse der Zielgruppe in den klassischen oder neuen Lernszenarien zu erfĂŒllen. Der Einsatzbereich fĂŒr Serious Games for Health (SGH) kann in die Bereiche der medizinischen Therapie/Versorgung oder Gesundheitsversorgung, der medizinischen Fort- und Weiterbildung und in PrĂ€vention und Gesundheitsförderung unterteilt werden.
In einigen lernpsychologischen Theorien wird die Wirksamkeit von Serious Games for Health als Lernmedium mit der didaktischen Integration motivierendender und multimedialer Anteile von Computerspielen in Lernszenarien begrĂŒndet. Die Anwendung von Serious Games in der Gesundheitsversorgung kann fĂŒr Patienten und deren Angehörige in allen Altersgruppen eine sinnvolle ergĂ€nzende Intervention darstellen, die den Behandlungserfolg und die Compliance von Patienten unterstĂŒtzen kann. In der medizinischen Aus-, Fort- und Weiterbildung konnte die Wirksamkeit von Serious Games for Health in verschiedenen E-Learning gestĂŒtzten Lernszenarien nachgewiesen werden. Serious Games in der PrĂ€vention und Gesundheitsförderung werden hauptsĂ€chlich im Rahmen von AufklĂ€rungskampagnen eingesetzt, um gezielt schwer erreichbare Zielgruppen anzusprechen
Evaluation of the free, open source software WordPress as electronic portfolio system in undergraduate medical education
BACKGROUND Electronic portfolios (ePortfolios) are used to document and support learning activities. E-portfolios with mobile capabilities allow even more flexibility. However, the development or acquisition of ePortfolio software is often costly, and at the same time, commercially available systems may not sufficiently fit the institution's needs. The aim of this study was to design and evaluate an ePortfolio system with mobile capabilities using a commercially free and open source software solution. METHODS We created an online ePortfolio environment using the blogging software WordPress based on reported capability features of such software by a qualitative weight and sum method. Technical implementation and usability were evaluated by 25 medical students during their clinical training by quantitative and qualitative means using online questionnaires and focus groups. RESULTS The WordPress ePortfolio environment allowed students a broad spectrum of activities - often documented via mobile devices - like collection of multimedia evidences, posting reflections, messaging, web publishing, ePortfolio searches, collaborative learning, knowledge management in a content management system including a wiki and RSS feeds, and the use of aid tools for studying. The students' experience with WordPress revealed a few technical problems, and this report provides workarounds. The WordPress ePortfolio was rated positively by the students as a content management system (67 % of the students), for exchange with other students (74 %), as a note pad for reflections (53 %) and for its potential as an information source for assessment (48 %) and exchange with a mentor (68 %). On the negative side, 74 % of the students in this pilot study did not find it easy to get started with the system, and 63 % rated the ePortfolio as not being user-friendly. Qualitative analysis indicated a need for more introductory information and training. CONCLUSIONS It is possible to build an advanced ePortfolio system with mobile capabilities with the free and open source software WordPress. This allows institutions without proprietary software to build a sophisticated ePortfolio system adapted to their needs with relatively few resources. The implementation of WordPress should be accompanied by introductory courses in the use of the software and its apps in order to facilitate its usability