1,720,981 research outputs found
Small institutional grants: a means to enable young institutional leaders to shape the curriculum of future health professionals
No full textUsing e-learning to deliver core concepts in an integrated undergraduate pathology curriculum
No full textInteractive radiological anatomy eLearning solution for first year medical students: development, integration and impact on learning
No full textA technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification‐based and guided learning activities related to normal and pathological X‐ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre‐ and post‐tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. Anat Sci Educ 7: 350–360. © 2013 American Association of Anatomists
Virtual patients: year 1
No full textAt the University of Southampton Medical School virtual patients are the key to delivering its patient centred curriculum. In year 1, the aim of the virtual patients is to present a realistic clinical scenario from which students can experience a patient journey and the clinical processes involved. The virtual patients consist of interactive linear animated clinical scenarios with interactive tasks and embedded guided learning materials. They are designed to guide year 1 students through each clinical process whilst helping them apply and integrate their knowledge of the basic sciences in a clinical context
Scenario-based Nutrition Community design approach to facilitate medical and allied health professionals' training of nutrition
No full textVivid: an interactive open psychiatry educational portal enabling integrated mental and physical health care training through a partnership between educational, health and social care sectors
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Automatic feedback generation in virtual patients using semantic web technologies
No full textA variety of computer systems called virtual patients are available in medical education today. Virtual patients are designed to emulate realistic clinical cases on a computer, and help students to practice diagnosis and clinical reasoning. They are used as an integral part of the curriculum in many medical schools. However, the technologies currently used to build virtual patients present limitations. Feedback has to be edited manually by medical experts, and the feedback provided is often not adapted to each student's interactions with the virtual patient. This makes creating and editing a virtual patient time-consuming, and limits its pedagogical impact. Indeed, relevant feedback is crucial to help students assess and reflect on their performance, reflect on their decisions and improve their clinical reasoning skills. This paper presents research on automatic feedback generation for virtual patients, using semantic web technologies. To generate feedback, a computer model has been designed to represent virtual patients and students’ interactions, using semantic web technologies. The use of semantic web technologies allows a computer readable connection between medical conditions, their symptoms and the corresponding examinations. Some of these connections can be pulled from existing linked data available on the web, which would facilitate the creation and maintenance of virtual patient data. A survey has been conducted to determine the most useful types of feedback for medical students. Relating this encoded knowledge to data describing the student’s choices of examinations allows the automatic generation of such feedback in virtual patients
Don’t tell me, show me: promoting empathy and facilitating consistent learning in psychiatry
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