NFC LearnTracker:Seamless support for learning with mobile and sensor technology

Lifelong learning activities are scattered along the day, in different locations and making use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals. Learning experiences are disrupted and mobile seamless learning technology provides new solutions to integrate daily life activities and learning in the same process. Hence, there is a need to provide tools that are smoothly integrated into adults’ daily life. This manuscript presents the NFC LearnTracker, a mobile tool proposing the user to immerse within his autobiography as a learner to identify successful physical learning environments, mark them with sensor tags, bind them to self-defined learning goals, keep track of the time invested on each goal with a natural interface, and monitor the learning analytics. This work implies a suitable tool for lifelong learners to bind scattered activities keeping them in a continuing learning flow. The NFC LearnTracker is released under open access licence with the aim to foster adaptation to further communities as well as to facilitate the extension to the increasing number of sensor and NFC tags existent in the market

Motivated learning with digital learning tasks: what about autonomy and structure?

Article about Motivated learning with digital learning tasks: what about autonomy and structure

Entrustable professional activities in final year undergraduate medical training – advancement of the final year training logbook in Germany

Objective: Training in the final year (FY) of undergraduate medical training currently does not adequately prepare students for the independent performance of medical professional activities after graduation. The concept of Entrustable Professional Activities (EPA) offers the opportunity for a competency-based FY training with the focus on medical professional activities.Methodology: In regular meetings, the FY sub-working group of the German Medical Faculty Association (MFT), which includes representatives with clinical and didactic expertise of the Associations of Internal Medicine, Surgery and General Medicine, developed a concept for the competecy-orientated, EPA-based, FY model logbook 2.0. The selection of the units of practice was made in a cross-disciplinary, consensus-orientated discussion process based on the question which medical professional activities a young professional has to master in the inpatient or outpatient working environment.Results: For the FY electives internal medicine, surgery and general medicine, a blueprint of a total of 18 comprehensive, partially interdisciplinary EPAs relating to inpatient and outpatient care contexts were developed. Each EPA was operationalised by a short description, supervision levels were attributed, and the process of transparent entrustment was determined.Conclusions: The concept for a new FY model logbook 2.0 focuses on the interdisciplinary core medical professional activities in an inpatient and outpatient care context, in order to facilitate transition from undergraduate training to professional practice, and to help avoid overload, thus increasing patient safety.Zielsetzung: Die Ausbildung im Praktischen Jahr (PJ) bereitet aktuell nicht ausreichend auf die Notwendigkeit vor, zum Zeitpunkt des Berufseinstiegs Verantwortung für die eigene ärztliche Tätigkeit zu übernehmen. Das Konzept der Anvertraubaren Professionellen Tätigkeiten (APT) bietet die Chance für eine kompetenzbasierte PJ-Ausbildung mit Fokus auf ärztlichen Handlungskompetenzen.Methodik: Die Unterarbeitsgruppe PJ des Medizinischen Fakultätentags (MFT), in der Vertreterinnen und Vertreter der Fachgesellschaften Innere Medizin, Chirurgie und Allgemeinmedizin mit klinischer und didaktischer Expertise vertreten sind, entwickelte in regelmäßigen Arbeitstreffen ein Konzept für ein kompetenzorientiertes APT-basiertes PJ-Musterlogbuch 2.0. Die Entscheidung, welche ärztlichen Arbeitseinheiten Eingang finden, wurde in einem fächerübergreifenden konsensorientierten Diskussionsprozess anhand der Frage entschieden, welche ärztlichen Handlungen ein Berufsanfänger im stationären oder ambulanten Arbeitsumfeld beherrschen soll.Ergebnisse: Für die PJ-Tertiale Innere Medizin, Chirurgie und Allgemeinmedizin wurde ein Blueprint von insgesamt 18 umfassenden, z.T. disziplinübergreifenden APT entwickelt, die ambulanten und stationären Versorgungskontexten zugeordnet werden können. Jede APT wurde durch eine Kurzbeschreibung operationalisiert, Supervisionsstufen wurden zugeordnet und der Prozess des transparenten Anvertrauens festgelegt.Schlussfolgerungen: Das Konzept für ein neues PJ-Musterlogbuch 2.0 konzentriert sich auf fächerübergreifende zentrale ärztliche Tätigkeiten im stationären und ambulanten Versorgungskontext, um Absolventinnen und Absolventen des Medizinstudiums die Phase des Berufseinstiegs zu erleichtern, Überforderungen zu vermeiden und damit die Patientensicherheit zu steigern