File PowerPoint
description
Transcript of File PowerPoint
E-learning in Gerontology and
Geriatric Education
Jorge G. Ruiz, MD, FACPAssociate Director for Education/Evaluation, VA GRECC,
University of Miami Miller School of Medicine and Stein Gerontological Institute
Miami, Florida
E-learning in Gerontology and Geriatric Education - Objectives
To discuss the rationale for the use of e-learning and the educational theories, principles, or features that should be considered when developing effective e-learning
To recognize the most significant gaps in the e-learning literature
To discuss the role of e-learning in scholarship To describe some e-learning initiatives in
gerontology and geriatric education
Advances in Geriatric E-learningGeriatrics Education
Definitions and Classification Rationale Indications Geriatric E-learning Research
Virtual Patients in geriatrics
Definitions and Classification
Definition
E-learning refers to the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance
Web-based learning, online learning, distributed learning, computer-assisted instruction, or Internet-based learning.
Multimedia E-learning: the use of words and pictures in e-learning
Rosenberg M. E-Learning: Strategies for Delivering Knowledge in the Digital Age. New York: McGraw-Hill, 2001.
Classification
Methodologies Tutorials Simulations – animations
to virtual patients Hypermedia-Hypertext Games Computer-based
assessment-practice Collaborative learning
(blogs, wikis)
Access & Management
Portals Databases, repositories LMS Search engines ePortfolios
Delivery CBT, recording media,
networks, PDA, eBooks, broadcasting media
Rationale
Why E-learning?
Effective – at least as good as traditional instruction (multimedia e-learning?)
Efficient – Obvious Cost-effective - may be Accessible – definitely Deliberate Practice
Chumley-Jones HS, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. Acad Med. 2002;77(10 Suppl):S86-93.
Deliberate Practice
The repeated performance of a particular task where feedback on performance is available and the purpose is to improve performance
Geriatrics: Seeing lots of patients Case-mix: May not be possible E-learning approaches may offer alternatives
for the acquisition of expertise
Ericsson, K.A., Krampe, & Tesch-Romer. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3). pp. 363-406
Cognitive Learning Framework
Predominant framework: Many theories? Explain how the brain processes and stores new
information Working memory: limited Long-term memory: virtually unlimited
A growing body of empirical evidence Theories:
Dual-coding theory Cognitive Theory of Multimedia Learning
Cognitive Theory of Multimedia Learning
Principle: Words + Pictures = better learning1. Dual-channel 2. Limited capacity 3. Active processing (selection, organization,
integration)
Learning Outcomes from Words and Animations and Words Alone
Words + Animations
Words
0
20
40
60
80
100
Per
cen
t C
orr
ect
on
Pro
ble
m S
olv
ing
Mayer RE, Anderson R. Animations Need Narrations: An Experimental Test of a Dual-Coding Hypothesis. Journal of Educational Psychology. 1991;83:484-490.
Isolating the Effects of Words and Pictures by Comparing 4 Treatment Groups
0
10
20
30
40
50
60
70
80
90
100
Control Words only Animationsonly
Words withanimations
Mayer RE, Anderson R. Animations Need Narrations: An Experimental Test of a Dual-Coding Hypothesis. Journal of Educational Psychology. 1991;83:484-490.
Per
cen
t C
orr
ect
on
Pro
ble
m S
olv
ing
Indications
Curriculum DevelopmentKern 6 Steps:
1. Problem identification and general needs assessment
2. Needs assessment for targeted learners
3. Goals and objectives (competencies)
4. Educational Strategy = e-learning?
5. Implementation
6. Assessment and Evaluation
Indications
Instructional gaps (competencies): Attitudes: Evidence for motivation Knowledge: Efficient Skills: It depends
Psychomotor Social Clinical Reasoning
What is the critical skill?
Critical Skills (Norman)Competency/
Skill/Knowledge
Critical element E-learning method
Gross anatomy Dynamic 3D visualization
3D animations
Physiology Cardiac conduction
Simulation
Auscultation Heart sounds Tutorial, simulation
Cystoscopy Manipulating the instrument
Virtual reality simulation?
Laparoscopic surgery
Touch/haptic feedback
Virtual reality
Pain Management Clinical reasoning Virtual patients?
Matsumoto 2002
Matsumoto ED, Hamstra SJ, Radomski SB, Cusimano MD. The effect of bench model fidelity on endourological skills: a randomized controlled study. J Urol. 2002;167(3):1243-7.
Matsumoto 2002
Matsumoto ED, Hamstra SJ, Radomski SB, Cusimano MD. The effect of bench model fidelity on endourological skills: a randomized controlled study. J Urol. 2002;167(3):1243-7.
Geriatric E-learning Content
Tutorials
Virtual Patients
Animations
Simulation-Game
Animation
Geriatric E-learning Content
WikiBlog
Digital Video Computer-based testing
Geriatric E-learning Access
GEC Clearinghouse AAMC MedEdPORTAL
CELGIFamily Medicine Digital
Resources Library
Geriatric E-learning Access
GRECC audioconferences LTC GeriU Florida
The GeriatricWeb POGOe
Educational Scholarship
AAMC MedEdPortal: Peer Review AAMC Seal Letter to your Dean
JAGS Education & Training Section Educational Resources Column JAGS Citation
Employee Education Innovation Grant Announcement
Research
AAMC 2006 Colloquium Findings Educational technology is widely
used in medical education & has many advantages
The current evidence base is anemic
There are research-based guidelines for multimedia and human-patient simulation
We should not ask “Does it work?” but rather, “How and when is it most effective?”
From Chris Candler MD presentation during the MedBiq 2007 meeting in Baltimore
Comparative ET research
Avoid media comparatives studies Can be controlled (minimize confounding) Help us know how to use, improve the new
technology (clarification) Quantitative studies: RCT or quasi-
experimental, surveys, systematic reviews Qualitative studies
Data collection: focus groups, interviews, observation
Data analysis: thematic, grounded theory
Key questions for future research – When to?
Replace or augment existing course? Use specific modalities? facilitate learning in clinical practice (just-in-time
learning)? Use group vs. individual work? Use real pt vs. simulation? Use mandatory vs. optional? Get instructors to have additional training? Use in postgraduate training / CME?
From David Cook, MD presentation The Research Agenda: The failure of research in educational technology to inform practice, and what we can do about it. MedBiq 2007 Annual Meeting
Key questions for future research - How to?
to teach effectively? Cog. process method design
to match design to objectives? to effectively use multimedia and fidelity? can e-learning courses be individualized?
(adaptation vs. autonomy) can design be automated? do we assess learning?
From David Cook, MD presentation The Research Agenda: The failure of research in educational technology to inform practice, and what we can do about it. MedBiq 2007 Annual Meeting
Key questions for future research Matching method to Critical Skill
Lectures, small
groups, & CAI / WBL
Small group, VP
SP HFS
Core knowledge
Clinical reasoning
History, exam,
counseling
Procedure, team,
emergency
??
From David Cook, MD presentation The Research Agenda: The failure of research in educational technology to inform practice, and what we can do about it. MedBiq 2007 Annual Meeting
GeriVIP: Geriatrics Virtual Patient Aims
To collaboratively develop geriatric virtual patients to address key content and competency areas in geriatric education.
To share geriatric virtual patient as part of a VP “bank”
To investigate the effectiveness, efficacy and efficiency of virtual patients in geriatric education
Problem identification
Needs Assessment of Target learners
Goals and objectives: Competencies
Educational Strategy
Implementation
Assessment and Evaluation
Chronic pain in the elderly
Internal medicine residents
The resident will assess and manage chronic pain in older outpatients with chronic conditions
Virtual Patients
Primary Care blended e-learning curriculum
Assessment: Chart Review, script concordance test, clinical vignettesEvaluation: Effectiveness, efficiency, feasibility, features
Geri VIP: Virtual Patients
GeriVIP: Geriatrics Virtual Patient Project
Authoring tool WebSP (Karolinska)Initial Themes Geriatric pharmacology, chronic pain, patient safety Geriatrics and Gerontology Educators Author, Content Expert, Reviewers, ContributorsWhat institutions get:1. Access to bank of virtual patients2. Assistance with submission of VPs to MedEdPORTAL 3. Participation in VP multi-institutional research
Conclusions
E-learning: effective, efficient, accessible Deliberate practice especially relevant Cognitive psychology-learning basis Accumulating evidence-base Geriatrics E-learning: content and access Research: Wide open – when and how to use e-
learning in geriatrics education Virtual patients: Research & Education
opportunities for collaboration
Gerontology and Geriatrics Web Sites LTC GeriU: http://ltc.geriu.org POGOe: http://www.pogoe.org CELGI: http://www.celgi.org GeriatricWeb: http://geriatricweb.sc.edu/ GRECC Audioconferences:
http://www.pogoe.org/GRECC MedEdPORTAL: http://www.aamc.org/mededportal GEC Clearinghouse:
http://www.nagec.org/resources/ FMDRL: http://www.fmdrl.org/ HEAL: http://www.healcentral.org/