3 research outputs found

    Sensor-Based Measurements in Paraplegia: Classified References from a Systematic Review

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    This dataset contains the results (publication references) of the systematic review "Current Use of Sensor-Based Measurements for Paraplegics", presented at MIE 2020, Geneva

    The HiGHmed Didactical Framework for Online Learning Modules on Medical Informatics: First Experiences

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    Within the HiGHmeducation consortium various online learning modules shall be developed by members of the consortium to address the increasing need for skilled professionals in a networked and digitalized healthcare system. Transferability of these modules to other locations is one main objective for the design of online learning modules. Thus, a didactical framework for online learning modules was developed. To ensure feasibility of the framework, the participating universities were analyzed concerning availability of e-learning support structures and infrastructures including learning management systems (LMS). The analysis especially focuses on the various LMS learning tools and their suitability for the framework. The framework is the basis for 12 HiGHmeducation online learning modules of which a part has firstly been conducted in winter 2019/20 and leads to a comparable structure of the modules

    Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges - Digitale Lehre als Instrument f├╝r standort├╝bergreifende Lehrverb├╝nde in Medizinischer Informatik: Chancen und Herausforderungen

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    Benning N-H, Haag M, Knaup P, et al. Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges - Digitale Lehre als Instrument f├╝r standort├╝bergreifende Lehrverb├╝nde in Medizinischer Informatik: Chancen und Herausforderungen. GMS Journal for Medical Education. 2020;37(6).The increasingly digitized healthcare system requires new skills from all those involved. In order to impart these competencies, appropriate courses must be developed at educational institutions. In view of the rapid development of new aspects of digitization, this presents a challenge; suitable teaching formats must be developed successively. The establishment of cross-location teaching networks is one way to better meet training needs and to make the necessary spectrum of educational content available. As part of the Medical Informatics Initiative, the HiGHmed consortium is establishing such a teaching network, in the field of medical informatics, which covers many topics related to the digitization of the health care system. Various problem areas in the German education system were identified that hinder the development of the teaching network. These problem areas were prioritized firstly according to the urgency of the solution from the point of view of the HiGHmed consortium and secondly according to existing competencies in the participating societies. A workshop on the four most relevant topics was organized with experts from the German Society for Medical Informatics, Biometry and Epidemiology (GMDS), the Society for Medical Education (GMA) and the HiGHmed consortium. These are: recognition of exam results from teaching modules that are offered digitally and across locations, and their integration into existing curricula; recognition of digital, cross-location teaching in the teachers' teaching load; nationwide uniform competencies for teachers, in order to be able to conduct digital teaching effectively and with comparable quality; technical infrastructure to efficiently and securely communicate and manage the recognition of exam results between educational institutions. For all subject areas, existing preliminary work was identified on the basis of working questions, and short- and long-term needs for action were formulated. Finally, a need for the redesign of a technologically supported syntactic and semantic interoperability of learning performance recording was identified.Das zunehmend digitalisierte Gesundheitswesen erfordert neue Kompetenzen von allen Beteiligten. Um diese Kompetenzen vermitteln zu k├Ânnen, m├╝ssen an den Bildungsinstitutionen entsprechende Lehrveranstaltungen entwickelt werden. Dies ist angesichts der rasanten Entwicklung neuer Digitalisierungsaspekte eine Herausforderung; passende Lehrformate m├╝ssen sukzessive aufgebaut werden. Die Etablierung standort├╝bergreifender Lehrverb├╝nde ist eine M├Âglichkeit, den Ausbildungsbedarf besser zu decken und die notwendige Bandbreite an Bildungsinhalten verf├╝gbar zu machen. Im Rahmen der Medizininformatik-Initiative wird im HiGHmed-Konsortium ein solcher Lehrverbund im Fachgebiet der Medizinischen Informatik aufgebaut, in welches viele Themen der Digitalisierung des Gesundheitswesens fallen. Dabei wurden verschiedene Problemfelder im deutschen Bildungswesen identifiziert, welche den Aufbau des Lehrverbundes hemmen. Diese Problemfelder wurden unter Beachtung der Dringlichkeit der L├Âsung aus Sicht des HiGHmeducation Konsortiums und andererseits nach vorhandenen Kompetenzen in den teilnehmenden Fachgesellschaften priorisiert. Zu den vier relevantesten Themen wurde ein Workshop mit Fachleuten der deutschen Gesellschaft f├╝r Medizinische Informatik, Biometrie und Epidemiologie (GMDS), der Gesellschaft f├╝r Medizinische Ausbildung (GMA) und des HiGHmed Konsortiums ausgerichtet. Diese sind: Anerkennung von Pr├╝fungsleistungen aus Lehrmodulen, welche digital und standort├╝bergreifend angeboten werden, und Integration in bestehende Curricula; Anerkennung digitaler, standort├╝bergreifender Lehre im Deputat der Lehrenden; bundesweit einheitliche Kompetenzen f├╝r Lehrende, um digitale Lehre effektiv und mit vergleichbarer Qualit├Ąt betreiben zu k├Ânnen; technische Infrastrukturen, um die Anerkennung zwischen Bildungseinrichtungen effizient und sicher kommunizieren und verwalten zu k├Ânnen. F├╝r alle Themengebiete wurden anhand von Arbeitsfragen existierende Vorarbeiten identifiziert sowie kurz- und langfristige Handlungsbedarfe formuliert. Abschlie├čend wurde themen├╝bergreifend ein Bedarf f├╝r die Neugestaltung einer technologisch unterst├╝tzten syntaktischen und semantischen Interoperabilit├Ąt der Erfassung von Lernleistungen festgestellt
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